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exam revision Flashcards

1
Q

macronutrients

A

large molecules required in large amounts

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2
Q

function of carbohydrates

A

provide and immediate source of energy by being converted to glucose for muscle, nerve and tissue development

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3
Q

types of carbohydrates

A

simple, complex, fibre

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4
Q

food sources of carbohydrates

A

table sugar, honey, whole grain cereals and legumes

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5
Q

what are the four types of fats

A

Saturated fats, trans fats, monounsaturated fats, polyunsaturated fats

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6
Q

function of fats

A
  • involved in the development of all cells in the body
  • omega 3 and omega 6 fatty acids (polyunsaturated fats) help maintain a healthy level of cholesterol
  • trans fat and saturated fats raise bad cholesterol in the body, increasing the risk of cardiovascular disease
  • monounsaturated and polyunsaturated fats are healthier options as they lower cholesterol in the body
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7
Q

food sources of fat

A

saturated: red meat, butter, cream, cheese
trans: processed food like pastries and some fried food
monounsaturated: almonds and avocados
polyunsaturated: oily fish like sardines and vegetable oils

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8
Q

what are micronutrients

A

are small in size and needed in small quantities to perform their function

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9
Q

example of micronutrients

A

vitamins and minerals

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10
Q

what are vitamins

A

organic substances

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11
Q

what are minerals

A

inorganic substances

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12
Q

function of calcium

A

is essential for

  • strong bones (adequate calcium is required to build densest bones)
  • healthy teeth - provides hardness to the teeth
  • muscle contraction
  • conduction of nerve impulse
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13
Q

food sources of calcium

A

dairy products, firm tofu

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14
Q

function of phosphorus

A

adequate phosphorus intake ensures a PROPER balance between calcium and phosphorus to promote remineralisation of bones and teeth and keep them healthy

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15
Q

food sources of phosphorus

A

beef, cheese, eggs

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16
Q

function of b-group vitamins

A

helps with the metabolism of carbs, protein and fats into energy, immune and nervous system function and the promotion of cell division and growth

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17
Q

what are the b-group vitamins

A

B1, B2, B3

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18
Q

vitamin b1 function

A

maintaining internal organs

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19
Q

vitamin b1 sources

A

whole grain cereals, soy beans

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20
Q

vitamin b2 function

A

metabolise carbohydrates fats and protein

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21
Q

vitamin b2 sources

A

kidney, green leafy vegetables

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22
Q

vitamin b3 function

A

acts as a precursor for conenzymes and important for energy transfer

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23
Q

vitamin b3 sources

A

lean meat and liver

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24
Q

vitamin c function

A

helps with the formation of collagen and proteins

  • collagen is a connective tissue that holds body structures together
  • vitamin c stabilises the protein component of collagen, adding to its structure
  • also important for a well-functioning immune system, healthy gums and blood vessels
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25
Q

vitamin c sources

A

citrus fruit and strawberries

26
Q

vitamin d function

A

essential for the use and absorption of calcium and phosphorus to maintain growth and bone hardening
also maintains blood calcium concentrations by enhancing the ability of the small intestine to absorb calcium from food.

27
Q

vitamin d sources

A

salmon, cheese

28
Q

causes of nutritional imbalances

A

skipping meals (breakfast)
unhealthy snacking choices
consumption of energy drinks and soft drinks

29
Q

why should youth not skip meals

A

young people who skip meals have poorer nutrition intake, which can lead to deficiencies in vitamin a, folate, iron, calcium and fibre. It can also impact their concentration in school.

30
Q

health consequence of skipping meals

A

can lead to osteoporosis:
- a musculoskeletal disorder that causes the thinning and weakening of bone density, increasing risk of fractures
can lead to nutrient deficiencies which can impact dimensions of health and wellbeing
- can lead to poorer concentration levels m h+w)
- if they eat breakfast, they are better equipped to participate in sports (physical + social)

31
Q

nutritional imbalances causing overweight and obesity

A

high intake of fat:
- high intake of fatty food promotes the use of carbs as the only source of energy, so fats are not being used as a source of energy but instead stored in adipose tissues
- this leads to overweight and obesity due to the excess fat stores in body
low intake of fibre:
- fibre assists with weight control as it tends to make the stomach feel full, leading to a decrease in the amount of food consumed
- also, high fibre food is almost always low in fat
- low fibre intake means you tend to consume more food with higher fat content which can increase the amount of fat stored in the body

32
Q

nutritional imbalances causing dental caries

A

high intake of sugar:
- Bacteria in the mouth use sugar to produce acid that destroys the enamel, leading to dental caries
- thus, the consumption of sugary food erodes the enamel of teeth causing dental caries
low intake of calcium:
- low levels of calcium can increase the risk of dental caries as calcium gives teeth their hardness, so low calcium intake will lead to more vulnerable tooth surfaces
- lower intake of dairy products that contain calcium like milk, as dairy foods promote saliva production which helps wash away acids and prevent cavities

33
Q

nutritional imbalances causing cardiovascular disease

A

high intake of fat:
- excess fat consumed can lead to the gradual blockage of blood vessels by fatty or fibrous material
- this narrows the arteries, preventing oxygen from being transported around the body
- arteries will become less elastic (hardening of the arteries- atherosclerosis
high intake of sodium:
- a diet high in sodium and low in potassium - risk for high blood pressure and CVD
- sodium is responsible for regulating blood pressure, so too much sodium can cause high blood pressure
- hypertension is a risk factor for CVD

34
Q

relationship between calcium and osteoporosis

A
  • osteoporosis is a musculoskeletal disorder where the bone density thins and weakens, resulting in an increased risk of fractures.
  • as calcium helps builds the density of bones, enabling them to be strong, calcium
    deficiency in young people can account for a 5-10% difference in peak bone mass, thus increasing the risk of fractures due to lower bone density
35
Q

peak bone mass

A

peak bone mass refers to the genetic potential for bone density and is attained around the ages of 25 and 30

36
Q

health conditions that can result from being overweight and obese

A

type 2 diabetes:
high intake of fatty and sugary food causes blood glucose levels to rise beyond normal limits, so insulin is secreted to lower BGL. however, if BGL are constantly high all day, the cells of the body become resistant to the effect of insulin, leading to type 2 diabetes
Cardiovascular disease:
- excess fats in the body causes blockage of vessels from fatty and fibrous material which narrows the arteries preventing oxygen from transporting around the body

37
Q

recommended daily consumption of vegetables for those aged 12-18

A

5 serves

38
Q

4 major nutrients found in vegetables

A

carbohydrates, vitamin B3, vitamin B2, vitamin C

39
Q

how does the AGHE promote healthy eating in youth

A

visually shows the amounts of each food group to eat daily based on the size of the section of the ‘plate’, makes it easier for youth to determine which foods to eat more of and which foods to limit eating

provides guidance on the types and amounts of food that should be eaten in a healthy diet for all age groups

40
Q

uses of AGHE

A
  • focusses on foods rather than nutrients, not everyone understands nutrients
  • visually appealing, easy to understand and requires minimal literacy skills and nutritional knowledge
41
Q

limitations of AGHE

A
  • some foods can’t be classified into one section, part of multiple food groups eg. homemade pizza or tacos
  • difficult for youth to determine the best choices within a category as they do not all have adequate understanding of nutrition
    eg. red kidney beans and corn are more energy dense than other veggies bc of higher carbohydrates content
42
Q

explain the health star rating system

A
  • labelling system that rates overall nutritional profile from a half star to five stars
  • the more stars a product has, the more healthier the choice
  • developed to help Australians to quickly and easily compare packaged foods to make healthier choices
43
Q

how can the HSRS improve youth eating habits

A

has a simple nature, so it can be easily followed by youth, incl. people who don’t have nutritional or literacy understanding.
this helps youth include healthier choices of foods from DIFFERENT CATEGORIES in their diet - helps improve their health + nutritional intake

44
Q

uses of HSRS

A
  • designed specifically to help people make health choices in store
  • simple system to use and helps promote healthy eating
  • encourages manufacturers to modify their product so they can be awarded more stars
45
Q

limitations of HSRS

A
  • youth need to remember stars are designed to compare similar food products to one another
  • not useful to compare foods from different categories eg. you can’t compare yoghurt with a muesli bar
  • not visible on fruit or vegetables - can be confusing (some people may assume they aren’t healthy)
  • main limitation: the system is voluntary so the manufacturer can decide whether or not to display the stars
46
Q

physical health and wellbeing

A

how efficiently/effectively the body and its systems are able to function

47
Q

trends

A

A long term general movement or change in frequency, usually either upwards or downwards.

48
Q

emotional health and wellbeing

A

the ability to recognise, understand and effectively manage and express emotions as well as the ability to display resilience

49
Q

social health and wellbeing

A

the ability to interact + form meaningful relationships with others, adapt appropriately to different social situations and contribute to community

50
Q

mental health and wellbeing

A

relates to the brain and its ability to think and process information in order to positively form opinions and make decisions

51
Q

spiritual health and wellbeing

A

relates to ideas, beliefs, values and ethics that arise in the minds of humans it is the need for meaning, purpose and fulfilment in life

52
Q

examples of physical health and wellbeing

A

weight for height
level of fitness
organ and system function
free from illness

53
Q

examples of mental health and wellbeing

A

coping with every day stress
understanding the feelings of others
accepting who you are
level of self esteem.

54
Q

examples of social health and wellbeing

A

maintaining friendships
accepting responsibility for ones actions
communicating with a range of people
contributing to your community

55
Q

examples of emotional health and wellbeing

A 
expressing feelings openly
being resilient
in control of thoughts and feeling
being aware of feelings
feelings of accomplishment
56
Q

examples of spiritual health and wellbeing

A

purpose in life
understanding why you believe what you believe
sense of right and wrong
reflecting on the meaning of events in life.

57
Q

interrelationship of injuries between dimensions of H+W

A
  • injuries can lead to permanent disability or disfigurement, affecting physical health and wellbeing
  • disabilities can also impact youth employment and education opportunities, preventing youth from having the opportunity to find a purpose in life, influencing their spiritual health and wellbeing
  • with a disability, they also may find it difficult to contribute to the community or communicate with a range of people, affecting social health and wellbeing
58
Q

a health consequence of high consumption of saturated and trans fat

A

cardiovascular disease

59
Q

how can CVD affect dimensions of H+W

A

physical health and wellbeing:
- prevents the cardiovascular system from being able to pump blood properly and provide oxygen to body parts
mental health and wellbeing:
- lack of oxygen can lead to fatigue, impacting brain’s cognitive abilities and concentration
emotional health and wellbeing:
- living with a disease can impact their ability to manage and express their feelings and display resilience when faced with challenges, they may feel more irritated

60
Q

how can study and school expectations contribute to high psychological distress in youth

A
  • an incoming high load of assessments and school work to be completed can cause students to feel overwhelmed and stressed
  • the expectation to do really well on the assessments can cause students to feel pressured, preventing them from peforming at their best and further contributing to high pyschological distress

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