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Sample Test
|
c3 Carbohydrates
True / False
|
|
1. Whenever
carbohydrate is available to the body, the human brain depends exclusively on
it as an energy source.
|
ANSWER:
|
True
|
|
REFERENCES:
|
3.0 Introduction
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.0 – Introduction
|
|
KEYWORDS:
|
Bloom’s: Understand
|
|
|
2. Most dietary fiber
provides little or no energy.
|
ANSWER:
|
True
|
|
REFERENCES:
|
3.1 The Chemist’s View of Carbohydrates
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.1 – Identify the monosaccharides,
disaccharides, and polysaccharides common in nutrition and list their major
food sources.
|
|
KEYWORDS:
|
Bloom’s: Understand
|
|
|
3. A client consumes
2600 kcalories per day and 50 grams of carbohydrate from concentrated sweets.
This client’s sugar intake falls within the same range as added sugar intakes
for the USDA Food Patterns recommendations.
|
ANSWER:
|
True
|
|
REFERENCES:
|
3.4 Health Effects of Sugars and Alternative
Sweeteners
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.4 – Describe how added sugars can
contribute to health problems and how alternative sweeteners may help to
limit kcalories and sugar intake.
|
|
KEYWORDS:
|
Bloom’s: Apply
|
|
|
4. Experts agree that
moderate amounts of sugar in the diet may pose a number of major health
risks.
|
ANSWER:
|
False
|
|
REFERENCES:
|
3.4 Health Effects of Sugars and Alternative
Sweeteners
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.4 – Describe how added sugars can
contribute to health problems and how alternative sweeteners may help to
limit kcalories and sugar intake.
|
|
KEYWORDS:
|
Bloom’s: Understand
|
|
|
5. A client consumes
2000 kcalories per day and 200 grams of carbohydrate. This person meets the
current dietary recommendations for carbohydrate intake.
|
ANSWER:
|
False
|
|
REFERENCES:
|
3.5 Health Effects of Starch and Dietary Fibers
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.5 – Identify the health benefits of,
and recommendations for, starches and fibers.
|
|
KEYWORDS:
|
Bloom’s: Apply
|
|
|
6. Cindy consumed 1
cup of vegetables, 1 cup of fruit, 5 ounces of whole grains, and 1 cup of
legumes during the day. Cindy met the DV recommendation for fiber for the
day.
|
ANSWER:
|
True
|
|
REFERENCES:
|
3.5 Health Effects of Starch and Dietary Fibers
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.5 – Identify the health benefits of,
and recommendations for, starches and fibers.
|
|
KEYWORDS:
|
Bloom’s: Apply
|
|
|
7. The main function
of carbohydrates in the body is to:
|
|
a.
|
furnish the body with energy.
|
|
|
b.
|
provide material for synthesizing cell walls.
|
|
|
c.
|
synthesize fat.
|
|
|
d.
|
insulate the body to prevent heat loss.
|
|
|
e.
|
build muscle.
|
|
ANSWER:
|
a
|
|
REFERENCES:
|
3.0 Introduction
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.0 – Introduction
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
8. High-fructose corn
syrup and fruit juice concentrate are examples of:
|
|
a.
|
starches.
|
|
|
b.
|
disaccharides.
|
|
|
c.
|
added sugars.
|
|
|
d.
|
fibers.
|
|
|
e.
|
fats.
|
|
ANSWER:
|
c
|
|
REFERENCES:
|
3.1 The Chemist’s View of Carbohydrates
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.1 – Identify the monosaccharides,
disaccharides, and polysaccharides common in nutrition and list their major
food sources.
|
|
KEYWORDS:
|
Bloom’s: Apply
|
|
|
9. What are the basic
units of all carbohydrates?
|
|
a.
|
monosaccharides
|
|
|
b.
|
disaccharides
|
|
|
c.
|
polysaccharides
|
|
|
d.
|
sucrose molecules
|
|
|
e.
|
glycogen
|
|
ANSWER:
|
a
|
|
REFERENCES:
|
3.1 The Chemist’s View of Carbohydrates
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.1 – Identify the monosaccharides,
disaccharides, and polysaccharides common in nutrition and list their major
food sources.
|
|
KEYWORDS:
|
Bloom’s: Understand
|
|
|
10. Three
monosaccharides important in nutrition are:
|
|
a.
|
glucose, lactose, and fructose.
|
|
|
b.
|
fructose, glucose, and sucrose.
|
|
|
c.
|
maltose, fructose, and lactose.
|
|
|
d.
|
galactose, sucrose, and lactose.
|
|
|
e.
|
fructose, glucose, and galactose.
|
|
ANSWER:
|
e
|
|
REFERENCES:
|
3.1 The Chemist’s View of Carbohydrates
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.1 – Identify the monosaccharides,
disaccharides, and polysaccharides common in nutrition and list their major
food sources.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
11. The primary source
of energy for the brain and nervous system under normal conditions is:
|
|
a.
|
sucrose.
|
|
|
b.
|
amino acids.
|
|
|
c.
|
fructose.
|
|
|
d.
|
glucose.
|
|
|
e.
|
fatty acids.
|
|
ANSWER:
|
d
|
|
REFERENCES:
|
3.1 The Chemist’s View of Carbohydrates
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.1 – Identify the monosaccharides,
disaccharides, and polysaccharides common in nutrition and list their major
food sources.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
12. The hormone that
moves glucose from the blood into the cells is:
|
|
a.
|
glucagon.
|
|
|
b.
|
insulin.
|
|
|
c.
|
testosterone.
|
|
|
d.
|
sucrose.
|
|
|
e.
|
glycogen
|
|
ANSWER:
|
b
|
|
REFERENCES:
|
3.2 Digestion and Absorption of Carbohydrates
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.2 – Summarize carbohydrate digestion
and absorption.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
13. Which of the
following occurs mostly as part of lactose?
|
|
a.
|
glucose
|
|
|
b.
|
maltose
|
|
|
c.
|
fructose
|
|
|
d.
|
galactose
|
|
|
e.
|
sucrose
|
|
ANSWER:
|
d
|
|
REFERENCES:
|
3.1 The Chemist’s View of Carbohydrates
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.1 – Identify the monosaccharides,
disaccharides, and polysaccharides common in nutrition and list their major
food sources.
|
|
KEYWORDS:
|
Bloom’s: Understand
|
|
|
14. Fructose is:
|
|
a.
|
the sweetest of the sugars.
|
|
|
b.
|
known as milk sugar.
|
|
|
c.
|
abundant in whole grains.
|
|
|
d.
|
also known as dextrose.
|
|
|
e.
|
combines with glucose to make lactose.
|
|
ANSWER:
|
a
|
|
REFERENCES:
|
3.1 The Chemist’s View of Carbohydrates
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.1 – Identify the monosaccharides,
disaccharides, and polysaccharides common in nutrition and list their major
food sources.
|
|
KEYWORDS:
|
Bloom’s: Understand
|
|
|
15. Fructose occurs
naturally in:
|
|
a.
|
bread.
|
|
|
b.
|
milk.
|
|
|
c.
|
meats.
|
|
|
d.
|
fruits.
|
|
|
e.
|
glucose
|
|
ANSWER:
|
d
|
|
REFERENCES:
|
3.1 The Chemist’s View of Carbohydrates
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.1 – Identify the monosaccharides,
disaccharides, and polysaccharides common in nutrition and list their major
food sources.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
16. Which
monosaccharide is found most often in nature as a part of a disaccharide?
|
|
a.
|
glucose
|
|
|
b.
|
fructose
|
|
|
c.
|
maltase
|
|
|
d.
|
galactose
|
|
|
e.
|
sucrose
|
|
ANSWER:
|
d
|
|
REFERENCES:
|
3.1 The Chemist’s View of Carbohydrates
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.1 – Identify the monosaccharides,
disaccharides, and polysaccharides common in nutrition and list their major
food sources.
|
|
KEYWORDS:
|
Bloom’s: Understand
|
|
|
17. Which of the
following compounds is a disaccharide?
|
|
a.
|
glucose
|
|
|
b.
|
fructose
|
|
|
c.
|
lactose
|
|
|
d.
|
galactose
|
|
|
e.
|
glycogen
|
|
ANSWER:
|
c
|
|
REFERENCES:
|
3.1 The Chemist’s View of Carbohydrates
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.1 – Identify the monosaccharides,
disaccharides, and polysaccharides common in nutrition and list their major
food sources.
|
|
KEYWORDS:
|
Bloom’s: Understand
|
|
|
18. What happens when
blood glucose falls too low?
|
|
a.
|
Glucagon promotes breakdown of muscle glycogen.
|
|
|
b.
|
Glucagon promotes breakdown of liver glycogen.
|
|
|
c.
|
Insulin promotes glycogen synthesis in the liver.
|
|
|
d.
|
Insulin promotes glycogen synthesis in the muscle.
|
|
|
e.
|
Insulin promotes breakdown of muscle glycogen.
|
|
ANSWER:
|
b
|
|
REFERENCES:
|
3.3 Regulation of Blood Glucose
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.3 – Explain how hormones control
blood glucose concentrations.
|
|
KEYWORDS:
|
Bloom’s: Understand
|
|
|
19. The most familiar
source of sucrose is:
|
|
a.
|
bread.
|
|
|
b.
|
table sugar.
|
|
|
c.
|
milk.
|
|
|
d.
|
meat.
|
|
|
e.
|
fruit.
|
|
ANSWER:
|
b
|
|
REFERENCES:
|
3.1 The Chemist’s View of Carbohydrates
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.1 – Identify the monosaccharides,
disaccharides, and polysaccharides common in nutrition and list their major
food sources.
|
|
KEYWORDS:
|
Bloom’s: Apply
|
|
|
20. The principal
carbohydrate used to sweeten homemade iced tea is:
|
|
a.
|
fructose.
|
|
|
b.
|
galactose.
|
|
|
c.
|
maltose.
|
|
|
d.
|
glucose
|
|
|
e.
|
sucrose.
|
|
ANSWER:
|
e
|
|
REFERENCES:
|
3.1 The Chemist’s View of Carbohydrates
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.1 – Identify the monosaccharides,
disaccharides, and polysaccharides common in nutrition and list their major
food sources.
|
|
KEYWORDS:
|
Bloom’s: Apply
|
|
|
21. One molecule of
maltose can yield how many molecules of glucose?
|
|
a.
|
one
|
|
|
b.
|
two
|
|
|
c.
|
three
|
|
|
d.
|
four
|
|
|
e.
|
twelve
|
|
ANSWER:
|
b
|
|
REFERENCES:
|
3.1 The Chemist’s View of Carbohydrates
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.1 – Identify the monosaccharides,
disaccharides, and polysaccharides common in nutrition and list their major
food sources.
|
|
KEYWORDS:
|
Bloom’s: Understand
|
|
|
22. Which of the
following is the principal carbohydrate in milk?
|
|
a.
|
galactose
|
|
|
b.
|
fructose
|
|
|
c.
|
fructose
|
|
|
d.
|
fructose
|
|
|
e.
|
maltose
|
|
ANSWER:
|
d
|
|
REFERENCES:
|
3.1 The Chemist’s View of Carbohydrates
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.1 – Identify the monosaccharides,
disaccharides, and polysaccharides common in nutrition and list their major
food sources.
|
|
KEYWORDS:
|
Bloom’s: Apply
|
|
|
23. Chemically,
lactose is a(n):
|
|
a.
|
monosaccharide.
|
|
|
b.
|
disaccharide.
|
|
|
c.
|
dextrose.
|
|
|
d.
|
polysaccharide.
|
|
|
e.
|
alternative sweetener.
|
|
ANSWER:
|
b
|
|
REFERENCES:
|
3.1 The Chemist’s View of Carbohydrates
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.1 – Identify the monosaccharides,
disaccharides, and polysaccharides common in nutrition and list their major
food sources.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
24. An example of a
polysaccharide is:
|
|
a.
|
starch.
|
|
|
b.
|
meat.
|
|
|
c.
|
fruit.
|
|
|
d.
|
protein.
|
|
|
e.
|
milk.
|
|
ANSWER:
|
a
|
|
REFERENCES:
|
3.1 The Chemist’s View of Carbohydrates
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.1 – Identify the monosaccharides,
disaccharides, and polysaccharides common in nutrition and list their major
food sources.
|
|
KEYWORDS:
|
Bloom’s: Apply
|
|
|
25. Which of the
following carbohydrates is a polysaccharide?
|
|
a.
|
fructose
|
|
|
b.
|
glucose
|
|
|
c.
|
maltose
|
|
|
d.
|
lactose
|
|
|
e.
|
starch
|
|
ANSWER:
|
e
|
|
REFERENCES:
|
3.1 The Chemist’s View of Carbohydrates
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.1 – Identify the monosaccharides,
disaccharides, and polysaccharides common in nutrition and list their major
food sources.
|
|
KEYWORDS:
|
Bloom’s: Apply
|
|
|
26. The stored form of
glucose in the body is called:
|
|
a.
|
glycogen.
|
|
|
b.
|
insulin.
|
|
|
c.
|
fat.
|
|
|
d.
|
maltose.
|
|
|
e.
|
protein.
|
|
ANSWER:
|
a
|
|
REFERENCES:
|
3.1 The Chemist’s View of Carbohydrates
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.1 – Identify the monosaccharides,
disaccharides, and polysaccharides common in nutrition and list their major
food sources.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
27. Polysaccharides
are composed of:
|
|
a.
|
one glucose unit.
|
|
|
b.
|
two glucose units.
|
|
|
c.
|
two fructose units.
|
|
|
d.
|
many glucose units.
|
|
|
e.
|
only disaccharides.
|
|
ANSWER:
|
d
|
|
REFERENCES:
|
3.1 The Chemist’s View of Carbohydrates
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.1 – Identify the monosaccharides,
disaccharides, and polysaccharides common in nutrition and list their major
food sources.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
28. Excess glucose in the
blood is converted into glycogen and stored primarily in the:
|
|
a.
|
brain and liver.
|
|
|
b.
|
liver and muscles.
|
|
|
c.
|
blood cells and brain.
|
|
|
d.
|
pancreas and brain.
|
|
|
e.
|
brain and muscles.
|
|
ANSWER:
|
b
|
|
REFERENCES:
|
3.1 The Chemist’s View of Carbohydrates
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.1 – Identify the monosaccharides,
disaccharides, and polysaccharides common in nutrition and list their major
food sources.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
29. The richest
sources of starch are:
|
|
a.
|
fruits.
|
|
|
b.
|
grains.
|
|
|
c.
|
vegetables.
|
|
|
d.
|
soybeans.
|
|
|
e.
|
legumes.
|
|
ANSWER:
|
b
|
|
REFERENCES:
|
3.1 The Chemist’s View of Carbohydrates
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.1 – Identify the monosaccharides, disaccharides,
and polysaccharides common in nutrition and list their major food sources.
|
|
KEYWORDS:
|
Bloom’s: Understand
|
|
|
30. Whole grains,
vegetables, and fruits are rich sources of:
|
|
a.
|
sucrose.
|
|
|
b.
|
protein.
|
|
|
c.
|
fat.
|
|
|
d.
|
glycogen.
|
|
|
e.
|
dietary fiber
|
|
ANSWER:
|
e
|
|
REFERENCES:
|
3.1 The Chemist’s View of Carbohydrates
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.1 – Identify the monosaccharides,
disaccharides, and polysaccharides common in nutrition and list their major
food sources.
|
|
KEYWORDS:
|
Bloom’s: Apply
|
|
|
31. Cellulose, pectin,
hemicellulose, and gums are:
|
|
a.
|
nonnutritive sweeteners.
|
|
|
b.
|
sugar alcohols.
|
|
|
c.
|
fibers.
|
|
|
d.
|
forms of starch.
|
|
|
e.
|
whole grains
|
|
ANSWER:
|
c
|
|
REFERENCES:
|
3.1 The Chemist’s View of Carbohydrates
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.1 – Identify the monosaccharides,
disaccharides, and polysaccharides common in nutrition and list their major
food sources.
|
|
KEYWORDS:
|
Bloom’s: Apply
|
|
|
32. Which of the following
is a fiber found in all vegetables, fruits, and legumes?
|
|
a.
|
hemicelluose
|
|
|
b.
|
pectin
|
|
|
c.
|
mucilage
|
|
|
d.
|
cellulose
|
|
|
e.
|
lignins
|
|
ANSWER:
|
d
|
|
REFERENCES:
|
3.1 The Chemist’s View of Carbohydrates
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.1 – Identify the monosaccharides,
disaccharides, and polysaccharides common in nutrition and list their major
food sources.
|
|
KEYWORDS:
|
Bloom’s: Understand
|
|
|
33. Which of the
following fibers is a nonpolysaccharide?
|
|
a.
|
cellulose
|
|
|
b.
|
lignin
|
|
|
c.
|
pectin
|
|
|
d.
|
gum
|
|
|
e.
|
legumes
|
|
ANSWER:
|
b
|
|
REFERENCES:
|
3.1 The Chemist’s View of Carbohydrates
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.1 – Identify the monosaccharides, disaccharides,
and polysaccharides common in nutrition and list their major food sources.
|
|
KEYWORDS:
|
Bloom’s: Apply
|
|
|
34. A food company
wants to use a fiber to stabilize its new product. Which of the following
would be least likely to be considered?
|
|
a.
|
pectins
|
|
|
b.
|
gums
|
|
|
c.
|
lignins
|
|
|
d.
|
mucilages
|
|
|
e.
|
cellulose
|
|
ANSWER:
|
c
|
|
REFERENCES:
|
3.1 The Chemist’s View of Carbohydrates
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.1 – Identify the monosaccharides, disaccharides,
and polysaccharides common in nutrition and list their major food sources.
|
|
KEYWORDS:
|
Bloom’s: Analyze
|
|
|
35. Which of the
following escape digestion and absorption in the small intestine?
|
|
a.
|
Resistant starches
|
|
|
b.
|
Polysaccharides
|
|
|
c.
|
Bacteria
|
|
|
d.
|
Disaccharides
|
|
|
e.
|
Whole grains
|
|
ANSWER:
|
a
|
|
REFERENCES:
|
3.1 The Chemist’s View of Carbohydrates
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.1 – Identify the monosaccharides,
disaccharides, and polysaccharides common in nutrition and list their major
food sources.
|
|
KEYWORDS:
|
Bloom’s: Apply
|
|
|
36. Fibers are
categorized by:
|
|
a.
|
the type of chemical bonds that hold them
together.
|
|
|
b.
|
their chemical and physical properties.
|
|
|
c.
|
the number of hydrogen molecules they contain.
|
|
|
d.
|
their ability to be digested by human enzymes.
|
|
|
e.
|
their ability to dissolve in water.
|
|
ANSWER:
|
b
|
|
REFERENCES:
|
3.1 The Chemist’s View of Carbohydrates
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.1 – Identify the monosaccharides,
disaccharides, and polysaccharides common in nutrition and list their major
food sources.
|
|
KEYWORDS:
|
Bloom’s: Understand
|
|
|
37. The sugars in
fruits, vegetables, grains, and milk are:
|
|
a.
|
usually added to these foods.
|
|
|
b.
|
considered discretionary kcalories.
|
|
|
c.
|
naturally occurring.
|
|
|
d.
|
resistant to digestion.
|
|
|
e.
|
known to add kcalories, but not nutrients.
|
|
ANSWER:
|
c
|
|
REFERENCES:
|
3.4 Health Effects of Sugars and Alternative
Sweeteners
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.4 – Describe how added sugars can
contribute to health problems and how alternative sweeteners may help to
limit kcalories and sugar intake.
|
|
KEYWORDS:
|
Bloom’s: Understand
|
|
|
38. The steady upward
trend in sugar consumption among Americans can be attributed to:
|
|
a.
|
consumer demand.
|
|
|
b.
|
bans on sugary soft drinks.
|
|
|
c.
|
better food preservation techniques.
|
|
|
d.
|
improved food safety practices.
|
|
|
e.
|
food manufacturers.
|
|
ANSWER:
|
e
|
|
REFERENCES:
|
3.4 Health Effects of Sugars and Alternative
Sweeteners
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.4 – Describe how added sugars can
contribute to health problems and how alternative sweeteners may help to
limit kcalories and sugar intake.
|
|
KEYWORDS:
|
Bloom’s: Understand
|
|
|
39. The leading source
of added sugars in the American diet is:
|
|
a.
|
baked goods such as cookies and cakes.
|
|
|
b.
|
fruit packed in heavy syrup.
|
|
|
c.
|
soft drinks and other sugar-sweetened beverages.
|
|
|
d.
|
chocolate bars and other candy treats.
|
|
|
e.
|
hidden sugars, such as ketchup or sauces
|
|
ANSWER:
|
c
|
|
REFERENCES:
|
3.4 Health Effects of Sugars and Alternative
Sweeteners
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.4 – Describe how added sugars can
contribute to health problems and how alternative sweeteners may help to
limit kcalories and sugar intake.
|
|
KEYWORDS:
|
Bloom’s: Apply
|
|
|
40. According to the
World Health Organization’s recommendations, no more than what percentage of
daily kcalories should come from added sugars?
|
|
a.
|
5
|
|
|
b.
|
10
|
|
|
c.
|
15
|
|
|
d.
|
20
|
|
|
e.
|
25
|
|
ANSWER:
|
b
|
|
REFERENCES:
|
3.4 Health Effects of Sugars and Alternative
Sweeteners
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.4 – Describe how added sugars can
contribute to health problems and how alternative sweeteners may help to
limit kcalories and sugar intake.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
41. Which of the
following statements best describes the role of sugar in the development of
obesity?
|
|
a.
|
Sugar consumption is a direct cause of weight gain
leading to obesity.
|
|
|
b.
|
The increased use of added sugars by food
manufacturers is the cause of obesity.
|
|
|
c.
|
Sugar contributes to obesity when it is part of
excessive energy intakes.
|
|
|
d.
|
There is no correlation between the consumption of
added sugars and the rise in obesity.
|
|
|
e.
|
Alternatives to sugar (artificial sweeteners) are
a greater contributor to obesity than sugar.
|
|
ANSWER:
|
c
|
|
REFERENCES:
|
3.4 Health Effects of Sugars and Alternative
Sweeteners
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.4 – Describe how added sugars can
contribute to health problems and how alternative sweeteners may help to limit
kcalories and sugar intake.
|
|
KEYWORDS:
|
Bloom’s: Understand
|
|
|
42. Which statement
about excessive sugar consumption is true?
|
|
a.
|
It causes cancer.
|
|
|
b.
|
It causes heart disease.
|
|
|
c.
|
It causes dental caries.
|
|
|
d.
|
It causes hyperactive behavior in children.
|
|
|
e.
|
It causes gallbladder inflammation.
|
|
ANSWER:
|
c
|
|
REFERENCES:
|
3.4 Health Effects of Sugar and Alternative
Sweeteners
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.4 – Describe how added sugars can
contribute to health problems and how alternative sweeteners may help to
limit kcalories and sugar intake.
|
|
KEYWORDS:
|
Bloom’s: Understand
|
|
|
43. Which of the
following ingredients is a sugar alcohol?
|
|
a.
|
polydextrose
|
|
|
b.
|
maltitol
|
|
|
c.
|
cellulose
|
|
|
d.
|
aspartame
|
|
|
e.
|
saccharin
|
|
ANSWER:
|
b
|
|
REFERENCES:
|
3.4 Health Effects of Sugar and Alternative
Sweeteners
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.4 – Describe how added sugars can
contribute to health problems and how alternative sweeteners may help to
limit kcalories and sugar intake.
|
|
KEYWORDS:
|
Bloom’s: Apply
|
|
|
44. In the small
intestine, amylase breaks starch down into which of the following?
|
|
a.
|
bacterial enzymes
|
|
|
b.
|
maltase
|
|
|
c.
|
maltose
|
|
|
d.
|
amylase
|
|
|
e.
|
lactase
|
|
ANSWER:
|
c
|
|
REFERENCES:
|
3.2 Digestion and Absorption of Carbohydrates
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.2 – Summarize carbohydrate digestion
and absorption.
|
|
KEYWORDS:
|
Bloom’s: Analyze
|
|
|
45. Sweeteners that
yield energy are called:
|
|
a.
|
nutritive sweeteners.
|
|
|
b.
|
alternative sweeteners.
|
|
|
c.
|
resistant sweeteners.
|
|
|
d.
|
glycemic sweeteners.
|
|
|
e.
|
nonnutritive sweeterners.
|
|
ANSWER:
|
a
|
|
REFERENCES:
|
3.4 Health Effects of Sugars and Alternative
Sweeteners
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.4 – Describe how added sugars can
contribute to health problems and how alternative sweeteners may help to
limit kcalories and sugar intake.
|
|
KEYWORDS:
|
Bloom’s: Apply
|
|
|
A carton of ice cream
displays the following list of ingredients: milkfat and nonfat milk,
sorbitol, pecans, cellulose, butter, caramel color, citric acid, aspartame,
carrageenan.
|
|
46. How many
alternative sweeteners are contained in this product?
|
|
a.
|
one
|
|
|
b.
|
two
|
|
|
c.
|
three
|
|
|
d.
|
four
|
|
|
e.
|
zero
|
|
ANSWER:
|
b
|
|
REFERENCES:
|
3.4 Health Effects of Sugars and Alternative
Sweeteners
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.4 – Describe how added sugars can
contribute to health problems and how alternative sweeteners may help to limit
kcalories and sugar intake.
|
|
KEYWORDS:
|
Bloom’s: Analyze
|
|
|
47. How many
nonnutritive sweeteners are contained in the product?
|
|
a.
|
one
|
|
|
b.
|
two
|
|
|
c.
|
three
|
|
|
d.
|
four
|
|
|
e.
|
zero
|
|
ANSWER:
|
a
|
|
REFERENCES:
|
3.4 Health Effects of Sugar and Alternative
Sweeteners
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.4 – Describe how added sugars can
contribute to health problems and how alternative sweeteners may help to
limit kcalories and sugar intake.
|
|
KEYWORDS:
|
Bloom’s: Apply
|
|
|
48. The nonnutritive
sweetener sucralose is made from:
|
|
a.
|
sucrose.
|
|
|
b.
|
an amino acid.
|
|
|
c.
|
aspartame.
|
|
|
d.
|
maltose.
|
|
|
e.
|
benzoic sulfimide.
|
|
ANSWER:
|
a
|
|
REFERENCES:
|
3.4 Health Effects of Sugar and Alternative
Sweeteners
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.4 – Describe how added sugars can
contribute to health problems and how alternative sweeteners may help to
limit kcalories and sugar intake.
|
|
KEYWORDS:
|
Bloom’s: Understand
|
|
|
49. The nonnutritive
sweetener that is unsafe for people with phenylketonuria is:
|
|
a.
|
aspartame.
|
|
|
b.
|
neotame.
|
|
|
c.
|
sucralose.
|
|
|
d.
|
stevia.
|
|
|
e.
|
saccharin.
|
|
ANSWER:
|
a
|
|
REFERENCES:
|
3.4 Health Effects of Sugar and Alternative
Sweeteners
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.4 – Describe how added sugars can
contribute to health problems and how alternative sweeteners may help to
limit kcalories and sugar intake.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
50. Which of the
following foods would you recommend to someone interested in lowering his or
her blood cholesterol level?
|
|
a.
|
wheat bread
|
|
|
b.
|
almonds
|
|
|
c.
|
strawberries
|
|
|
d.
|
pork
|
|
|
e.
|
oatmeal
|
|
ANSWER:
|
e
|
|
REFERENCES:
|
3.5 Health Effects of Starch and Dietary Fibers
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.5 – Identify the health benefits of,
and recommendations for, starches and fibers.
|
|
KEYWORDS:
|
Bloom’s: Apply
|
|
|
51. Soluble fiber can
help reduce blood cholesterol levels by:
|
|
a.
|
converting cholesterol into vitamin D.
|
|
|
b.
|
binding cholesterol and carrying it out of the
body with the feces.
|
|
|
c.
|
reducing bile excretion.
|
|
|
d.
|
preventing the production of bile.
|
|
|
e.
|
slowing glucose absorption.
|
|
ANSWER:
|
b
|
|
REFERENCES:
|
3.5 Health Effects of Starch and Dietary Fibers
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.5 – Identify the health benefits of,
and recommendations for, starches and fibers.
|
|
KEYWORDS:
|
Bloom’s: Understand
|
|
|
52. Which statements
regarding the effects of fiber on the human body is true?
|
|
a.
|
Fiber causes weight gain.
|
|
|
b.
|
Fiber contributes to the development of diabetes.
|
|
|
c.
|
Fiber aids in overall health of the
gastrointestinal tract.
|
|
|
d.
|
Fiber aids in the prevention of osteoporosis.
|
|
|
e.
|
Fiber increases blood cholesterol levels.
|
|
ANSWER:
|
c
|
|
REFERENCES:
|
3.5 Health Effects of Starch and Dietary Fibers
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.5 – Identify the health benefits of,
and recommendations for, starches and fibers.
|
|
KEYWORDS:
|
Bloom’s: Understand
|
|
|
53. Which of the
following describes the effect a food has on blood glucose levels?
|
|
a.
|
glycemic index
|
|
|
b.
|
insulin index
|
|
|
c.
|
solubility factor
|
|
|
d.
|
viscosity index
|
|
|
e.
|
glycemic load
|
|
ANSWER:
|
a
|
|
REFERENCES:
|
3.5 Health Effects of Starch and Dietary Fibers
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.5 – Identify the health benefits of,
and recommendations for, starches and fibers.
|
|
KEYWORDS:
|
Bloom’s: Understand
|
|
|
54. Soluble fibers are
found in:
|
|
a.
|
celery, wheat bran, and corn.
|
|
|
b.
|
kidney beans, apples, and oatmeal.
|
|
|
c.
|
corn, apples, and sunflower seeds.
|
|
|
d.
|
celery, soybeans, and bran flakes.
|
|
|
e.
|
celery, flax seeds, and corn.
|
|
ANSWER:
|
b
|
|
REFERENCES:
|
3.1The Chemist’s View of Carbohydrates; 3.5 Health
Effects of Starch and Dietary Fibers
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.1 – Identify the monosaccharides,
disaccharides, and polysaccharides common in nutrition and list their major
food sources.
|
|
KEYWORDS:
|
Bloom’s: Apply
|
|
|
55. Which of the
following is the most effective at alleviating constipation?
|
|
a.
|
cellulose
|
|
|
b.
|
pectin
|
|
|
c.
|
gums
|
|
|
d.
|
glycogen
|
|
|
e.
|
lignins
|
|
ANSWER:
|
a
|
|
REFERENCES:
|
3.5 Health Effects of Starch and Dietary Fibers
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.5 – Identify the health benefits of,
and recommendations for, starches and fibers.
|
|
KEYWORDS:
|
Bloom’s: Apply
|
|
|
56. Carbohydrate
should contribute approximately what percentage of the total daily energy
intake?
|
|
a.
|
35-40
|
|
|
b.
|
45-55
|
|
|
c.
|
45-65
|
|
|
d.
|
55-60
|
|
|
e.
|
70-80
|
|
ANSWER:
|
c
|
|
REFERENCES:
|
3.5 Health Effects of Starch and Dietary Fibers
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.5 – Identify the health benefits of,
and recommendations for, starches and fibers.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
57. A 2000-kcalorie
diet that provides 175 grams of carbohydrate provides:
|
|
a.
|
inadequate carbohydrate.
|
|
|
b.
|
excessive carbohydrate.
|
|
|
c.
|
an appropriate amount of carbohydrate.
|
|
|
d.
|
inadequate fiber.
|
|
|
e.
|
excessive protein.
|
|
ANSWER:
|
a
|
|
REFERENCES:
|
3.5 Health Effects of Starch and Dietary Fibers
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.5 – Identify the health benefits of,
and recommendations for, starches and fibers.
|
|
KEYWORDS:
|
Bloom’s: Analyze
|
|
|
58. What is the
Dietary Reference Intake for dietary fiber?
|
|
a.
|
10-15 grams per day
|
|
|
b.
|
15-25 grams per day
|
|
|
c.
|
25-35 grams per day
|
|
|
d.
|
35-50 grams per day
|
|
|
e.
|
70-80 grams per day
|
|
ANSWER:
|
c
|
|
REFERENCES:
|
3.5 Health Effects of Starch and Dietary Fibers
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.5 – Identify the health benefits of,
and recommendations for, starches and fibers.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
59. Grains and legumes
contain predominantly:
|
|
a.
|
sugars and fiber.
|
|
|
b.
|
protein and fiber.
|
|
|
c.
|
fat and fiber.
|
|
|
d.
|
sugars and fat.
|
|
|
e.
|
starches and fiber.
|
|
ANSWER:
|
e
|
|
REFERENCES:
|
3.5 Health Effects of Starch and Dietary Fibers
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.5 – Identify the health benefits of,
and recommendations for, starches and fibers.
|
|
KEYWORDS:
|
Bloom’s: Understand
|
|
|
60. Foods richest in
carbohydrates include:
|
|
a.
|
eggs, cheese, and milk.
|
|
|
b.
|
rice, broccoli, and apples.
|
|
|
c.
|
milk, nuts, and oils.
|
|
|
d.
|
mayonnaise, butter, and salad dressing.
|
|
|
e.
|
pork chops, almonds, and spinach.
|
|
ANSWER:
|
b
|
|
REFERENCES:
|
3.5 Health Effects of Starch and Dietary Fibers
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.5 – Identify the health benefits of,
and recommendations for, starches and fibers.
|
|
KEYWORDS:
|
Bloom’s: Apply
|
|
|
61. Which of the
following groups contains the least carbohydrate?
|
|
a.
|
grains and starchy vegetables
|
|
|
b.
|
nuts and dried fruits
|
|
|
c.
|
milk and cheese
|
|
|
d.
|
fruits and vegetables
|
|
|
e.
|
applesauce and pumpkin seeds
|
|
ANSWER:
|
c
|
|
REFERENCES:
|
3.5 Health Effects of Starch and Dietary Fibers
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.5 – Identify the health benefits of,
and recommendations for, starches and fibers.
|
|
KEYWORDS:
|
Bloom’s: Apply
|
|
|
62. Jeff consumed the
following foods for a meal: small baked potato, 1/2 cup of carrots, 1 cup
skim milk, and 1 small banana. Approximately how many grams of carbohydrate
did Jeff consume?
|
|
a.
|
47
|
|
|
b.
|
57
|
|
|
c.
|
66
|
|
|
d.
|
69
|
|
|
e.
|
12
|
|
ANSWER:
|
a
|
|
REFERENCES:
|
3.5 Health Effects of Starch and Dietary Fibers
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.5 – Identify the health benefits of,
and recommendations for, starches and fibers.
|
|
KEYWORDS:
|
Bloom’s: Analyze
|
|
|
63. The glycemic index
ranks carbohydrate foods based on their effect on:
|
|
a.
|
blood glucose levels.
|
|
|
b.
|
blood cholesterol levels.
|
|
|
c.
|
weight.
|
|
|
d.
|
blood pressure.
|
|
|
e.
|
body fat percentage.
|
|
ANSWER:
|
a
|
|
REFERENCES:
|
3.6 Nutrition in Practice: The Glycemic Index in
Nutrition Practice
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.6 – Describe the glycemic index and
explain why its use in disease prevention in controversial.
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KEYWORDS:
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Bloom’s: Understand
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64. The glycemic
index of a food can be measured by comparing the increase in one’s blood
glucose levels after consuming a carbohydrate to that caused by a reference
food such as:
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a.
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potato chips.
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b.
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a banana.
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c.
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ice cream.
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d.
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oatmeal.
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e.
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white bread.
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ANSWER:
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e
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REFERENCES:
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3.6 Nutrition in Practice: The Glycemic Index in
Nutrition Practice
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LEARNING OBJECTIVES:
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NHHE.DEBR.17.3.6 – Describe the glycemic index and
explain why its use in disease prevention in controversial.
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KEYWORDS:
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Bloom’s: Understand
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65. Which of the following
breakfast foods has the lowest glycemic index?
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a.
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Pop-Tart
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b.
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biscuit
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c.
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Fiber One cereal
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d.
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Rice Krispies cereal
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e.
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Hash browns
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ANSWER:
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c
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REFERENCES:
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3.6 Nutrition in Practice: The Glycemic Index in
Nutrition Practice
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|
LEARNING OBJECTIVES:
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NHHE.DEBR.17.3.6 – Describe the glycemic index and
explain why its use in disease prevention in controversial.
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|
KEYWORDS:
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Bloom’s: Analyze
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66. You are explaining
the GI concept to a client with diabetes. Which factor should he focus on
the least?
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a.
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structure of the starch
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b.
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type of fiber in the food
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c.
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manner in which the food was processed
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d.
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time of day the food was consumed
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e.
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amount of carbohydrate consumed
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ANSWER:
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d
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REFERENCES:
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3.6 Nutrition in Practice: The Glycemic Index in
Nutrition Practice
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.6 – Describe the glycemic index and
explain why its use in disease prevention in controversial.
|
|
KEYWORDS:
|
Bloom’s: Apply
|
|
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67. Limiting their
intake of high-GI foods can benefit those who are at risk for which disease?
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a.
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infectious disease
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b.
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arthritis
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c.
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diabetes
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d.
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migraine headaches
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e.
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Crohn’s disease
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ANSWER:
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c
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REFERENCES:
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3.6 Nutrition in Practice: The Glycemic Index in
Nutrition Practice
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.6 – Describe the glycemic index and
explain why its use in disease prevention in controversial.
|
|
KEYWORDS:
|
Bloom’s: Understand
|
|
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Matching
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a.
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a hormone secreted by the pancreas in response to
high blood glucose; promotes cellular glucose uptake
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b.
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a hormone that is secreted by special cells in the
pancreas in response to low blood glucose concentration; elicits release of
glucose from storage
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c.
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a measure of the extent to which a food raises the
blood glucose concentration and elicits an insulin response, as compared
with pure glucose
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d.
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the more common type of diabetes in which the
cells resist insulin
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e.
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indigestible food components that readily dissolve
in water and often impart gummy or gel-like characteristics to foods
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f.
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having a gel-like consistency
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g.
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the tough, fibrous structures of fruits,
vegetables, and grains; indigestible food components that do not dissolve
in water
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REFERENCES:
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3.3 Regulation of Blood Glucose
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LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.3 – Explain how hormones control
blood glucose concentrations.
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KEYWORDS:
|
Bloom’s: Remember
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|
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Matching
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a.
|
a hormone secreted by the pancreas in response to
high blood glucose; promotes cellular glucose uptake
|
|
b.
|
a hormone that is secreted by special cells in the
pancreas in response to low blood glucose concentration; elicits release of
glucose from storage
|
|
c.
|
a measure of the extent to which a food raises the
blood glucose concentration and elicits an insulin response, as compared
with pure glucose
|
|
d.
|
the more common type of diabetes in which the
cells resist insulin
|
|
e.
|
indigestible food components that readily dissolve
in water and often impart gummy or gel-like characteristics to foods
|
|
f.
|
having a gel-like consistency
|
|
g.
|
the tough, fibrous structures of fruits,
vegetables, and grains; indigestible food components that do not dissolve
in water
|
|
REFERENCES:
|
3.5 Health Effects of Starch and Dietary Fibers
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LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.5 – Identify the health benefits of,
and recommendations for, starches and fibers.
|
|
KEYWORDS:
|
Bloom’s: Remember
|
|
|
Matching
|
a.
|
a hormone secreted by the pancreas in response to
high blood glucose; promotes cellular glucose uptake
|
|
b.
|
a hormone that is secreted by special cells in the
pancreas in response to low blood glucose concentration; elicits release of
glucose from storage
|
|
c.
|
a measure of the extent to which a food raises the
blood glucose concentration and elicits an insulin response, as compared
with pure glucose
|
|
d.
|
the more common type of diabetes in which the
cells resist insulin
|
|
e.
|
indigestible food components that readily dissolve
in water and often impart gummy or gel-like characteristics to foods
|
|
f.
|
having a gel-like consistency
|
|
g.
|
the tough, fibrous structures of fruits,
vegetables, and grains; indigestible food components that do not dissolve
in water
|
|
REFERENCES:
|
3.1 The Chemist’s View of Carbohydrates
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|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.1 – Identify the monosaccharides,
disaccharides, and polysaccharides common in nutrition and list their major
food sources.
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KEYWORDS:
|
Bloom’s: Remember
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|
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75. Of all the
possible alternatives, why is carbohydrate the preferred energy source?
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ANSWER:
|
Carbohydrates are a readily-available and easily
accessible source of energy for the body. They can be absorbed easily by
the small intestine and are available for quick utilization.
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|
REFERENCES:
|
3.1 The Chemist’s View of Carbohydrates
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|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.1 – Identify the monosaccharides,
disaccharides, and polysaccharides common in nutrition and list their major
food sources.
|
|
KEYWORDS:
|
Bloom’s: Understand
|
|
|
76. How would you
respond to the statement that honey is more nutritious than white sugar?
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ANSWER:
|
Honey contains glucose and fructose, just like
white sugar. Honey differs from white sugar, though, in that some of the
glucose and fructose molecules in honey are paired and some are free single
sugars. Your body ultimately breaks them down into single sugars, so it
makes no difference if they were paired when you ate them. Honey contains a
few vitamins and minerals but not very many. Also, it is denser than
crystalline sugar, so it provides more kcalories per serving.
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REFERENCES:
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3.4 Health Effects of Sugars and Alternative
Sweeteners
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LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.4 – Describe how added sugars can
contribute to health problems and how alternative sweeteners may help to
limit kcalories and sugar intake.
|
|
KEYWORDS:
|
Bloom’s: Analyze
|
|
|
77. What is blood
glucose homeostasis, and how is it achieved within the body?
|
ANSWER:
|
Blood glucose homeostasis is the maintenance of a
constant, “normal” level of blood glucose by the body’s control systems. In
the case of blood glucose, the control systems are two hormones: insulin,
which transports glucose from the bloodstream into cells for storage, and
glucagon, which brings glucose out of storage when blood glucose levels
drop.
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|
REFERENCES:
|
3.3 Regulation of Blood Glucose
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.3 – Explain how hormones control
blood glucose concentrations.
|
|
KEYWORDS:
|
Bloom’s: Understand
|
|
|
78. Describe how
fiber-rich foods help with weight control.
|
ANSWER:
|
Fiber-rich foods tend to be low in fat, added
sugars, and kcalories by providing fewer kcalories per bite. Fibers also
absorb water from digestive juices, which can create feelings of fullness,
delay hunger, and reduce food intake, thereby aiding weight control.
|
|
REFERENCES:
|
3.5 Health Effects of Starch and Dietary Fibers
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.5 – Identify the health benefits of,
and recommendations for, starches and fibers.
|
|
KEYWORDS:
|
Bloom’s: Understand
|
|
|
79. Discuss the
harmful effects of excessive fiber intake.
|
ANSWER:
|
Too much fiber intake may cause some minerals to
bind to it and be excreted before becoming available for the body to use. People
who do not eat enough food and consume mostly high-fiber foods may find it
difficult to take in enough food to meet energy requirements (malnourished
people, elderly, young children, vegans).
|
|
REFERENCES:
|
3.5 Health Effects of Starch and Dietary Fibers
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.5 – Identify the health benefits of,
and recommendations for, starches and fibers.
|
|
KEYWORDS:
|
Bloom’s: Understand
|
|
|
80. Given the nutrient
information on food labels, how could you determine the number of grams of
starch in a food product?
|
ANSWER:
|
Fiber and total sugar, in grams, are listed on food
labels. Starch, in grams, can be calculated by subtracting the grams of
fiber and sugars from the total carbohydrate.
|
|
REFERENCES:
|
3.5 Health Effects of Starch and Dietary Fibers
|
|
LEARNING OBJECTIVES:
|
NHHE.DEBR.17.3.5 – Identify the health benefits of,
and recommendations for, starches and fibers.
|
|
KEYWORDS:
|
Bloom’s: Apply
|
|
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