Title:  The Human Energy Balance (HEB) Equation

Audience: HSTA Teachers and Students

Faculty: James Rye

Objectives:

• Explain how the daily energy (kcal) need is estimated for teenage boys and girls as well as adults.
• Estimate and calculate kcal values of specific quantities of food based on food composition data: grams of fat, carbohydrate, protein, and water.
• Utilize food composition data to differentiate specific quantities of food according to kcal value.
• Utilize scientific reference text on food composition to analyze (kcal, fat, carb, protein, water, and one selected mineral and vitamin) a meal consumed; compare to reference amounts for the day; compare to computerized on-line analysis. 
• Utilize MET values (Compendium of Physical Activities) to calculate kcal expenditure for time engaged in different activities and kcal differences for replacing sedentary activities with more vigorous activities.
• Explain the difference between total and extra kcal burned for various physical activities.
• Estimate quantities of foods that have energy values equal to the kcal burned by specific durations of various activities.
• Develop research questions and corresponding hypotheses that make inquiry into the use of pedometers; independent and dependent variables are clearly articulated.
• Design procedures, including data collection tools, to answer research questions (test hypotheses) that make inquiry into the use of pedometers; collect data.
• Utilize Microsoft Excel to set up and analyze data (including t-test and correlation) about the use of pedometers; interpret, graph and present the results.
• Use Microsoft Excel to step up and analyze data on candy and grapes, including simple statistical tests (correlation, simple regression, t-test); generate related graphs.
• Calculate kcal expenditure for a walking route that includes ascending and descending x # flights of stairs; explain the contribution walking routes can make to energy balance over the long run
• Identify considerations in developing “safe” walking routes.

Brief Description of Content:  Participants make inquiry into the relationship between energy (kcal) need and expenditure for humans.  Questions are posed surrounding the role of physical activity in “balancing” the energy equation and about the energy values of different foods.  Energy values of foods are calculated based on mass of fat, protein and carbohydrate; water content of food also is considered in differentiating amongst quantities of food based on energy values.  Food composition of candy and grapes is investigated through statistical analysis (Microsoft Excel) and generation of charts. Participants estimate and subsequently calculate kcal, fat, carbohydrate, and protein consumed from their own lunch. Energy expenditure for physical activities expressed as multiples of resting energy expenditure (Metabolic Equivalents--MET values) are contrasted with energy values of specific quantities of foods and adipose tissue. Pedometers are utilized in examining the kcal values of walking. Investigations into pedometer accuracy/use are conceived and carried out that involve manipulating an independent variable; data is analyzed using Excel; charts are generated and presented.

Materials and Handouts Needed:

For each individual: 

• Fun size bag of peanut or plain M&Ms^® (plain for any individuals with peanut allergy) and small boxes of raisins;
• CDC-HSTA project resources web page (for accessing diet analysis programs, METS, other references);
• “Sweet Treats” Microsoft Excel file providing kcal, fat, carbohydrate, protein values for 1 ounce (28.4 grams) of at least 10 different chocolate covered candies;
• Calorie Detective game sheet (from School Science and Mathematics, November, 1999, v 99 pg 101);
• Food Record and Prediction Activity Nutritional Values handouts;
• METS values (Compendium of Physical Activities);
• Evansdale walking route map;
• Coffee filters to hold food stuffs and for massing on scales;
• Calculator;
• Dry erase board;
• Different brands of pedometers;
• Inexpensive hand calculator;
• Clipboard and graph paper;
• Music CD.
• Table of Food Composition (Bowes and Church)

For display/large group:

• One and Five lb. models of human adipose tissue and muscle;
• 100 kcal portions of grated cabbage (about 6 cups/1888 mL), apple juice (about 7/8 cups/207 mL), regular mayonnaise (about 1 level tbsp/15 mL); snack pack M&Ms; Cola; Pretzels
• Tray with a plastic covered transparent cups containing 2 ounces (59 mL) each of vegetable oil, regular sour cream, butter, sugar, and honey;
• Containers with nutrition labels for each of the previous foods;
• Non-perishable foods for Calorie Detective game;
• One bag each of the chocolate covered candies in Sweet Treats database.
• Grapes
• Digital camera with 8-pack of batteries, floppy disk, zip disk, and CD

For each small group:

• Scale massing to .1 g.;
• tray with a plastic covered transparent cups containing 2 ounces (59 mL) each of vegetable oil, regular sour cream, butter, sugar, and honey;
• 1 measurement wheel

Procedures/Activities:

Monday Morning, 8:15 to 10 am: All Inquiry Sessions Combined

Show Human Energy Balance (HEB) PowerPoint presentation in pique interest and illustrate to the larger group the content of this inquiry experience. Emphasize the need to be thinking about content and artifacts for web site presentation you will make on Tues and Thurs and give on Friday. Provide digital camera rules.

Provide each student w/ his/her choice of pedometer to wear for the journey to Allen Hall. Review how to wear.

Monday Morning, 10 to 11:45 am: Begin Energy Input Side of the HEB Equation

1. Announce/post safety rules:  Do not eat the foods or beverages used in today’s activities, except (as desired) the Fun pack of M&Ms.

2. Select from the display bowls the quantity of peanut M&Ms that contain the energy (kcal) needed for a 154 lb person (70 kg) to descend and ascend the stairs from the 6^th to the 4^th floor in Allen Hall.

• Do the stairs.
• Show actual quantity.
• Ask “What information did I need to determine this answer?”
• Distribute M&M snack pack and data on kcal expenditure of the stairs
• Complete computations needed (energy for stairs first; then M&M equivalent)
• How about the walk from the HSC to Allen Hall:  How many M&Ms (use pedometer data)?
• Discuss:  Why were we so far off? Let’s find out more about food composition!

3. Pose and record answers to the following questions to engage participants: 

• To make our learning more meaningful, we should know daily kcal recommendations for teens and adults:  Ask students and place values on the board (15-18 year females = 2200 15-18 year old males = 3000; adults are lower). Explain influence of physical activity, body composition, body weight, and other factors
• What do these foods have in common:
• Peanut M&M® Fun Pack (3/4 oz)
• Pretzels (1 oz)
• Apple (6.67 oz)
• Cola (9 fl. oz.)
• Grapefruit (12.23 oz)
• 110 Calories in each
•  6 cups of cabbage

• How might the composition of these foods differ to explain the why different amounts have the same kcal value?

4. Pose the question:  How does the composition of foods affect their kcal value? Complete an exploratory activity where small groups discuss and predict the rank order specific quantities (1/4 cup) of foods (sour cream, oil, sugar, butter, and honey) according to energy that they would provide to humans. After the ranking, display the scientific order.

5. Show and discuss food mass, energy (kcal), energy providing nutrients (fat, carbohydrate, protein) and water composition data of each food in the above exploration to explain the scientific order and derive the approximate kcal value of each of the energy providing nutrients. Illustrate approximate quantities of nutrients equal to 1 gm.  Pose this question:  Based on this information, what are some inferences we might make and use to approximate the energy values of foods?  Discuss the need to have some fat in the diet.   

6. Lunch task:  Record what you eat (explain to be specific about type of food, serving size and preparation type). Provide example record.

Monday Afternoon, 1:15 to 4:45 pm:  Applying Food Composition Knowledge

1. Return to the questions and answers given this morning and develop a common understanding.  Provide figures for recommended daily Kcal intakes for males and females of average activity level in different age groups. Distribute calculators.

2. Elaborate on the Morning Activity by posing the question “How closely can we approximate the kcal values of specific quantities of different foods with our general knowledge about food composition?” Explain the rules and play “Calorie Detective.” Distribute game sheet. Participants can play as individuals or paired with another student. Compute % of kcals coming from fat, protein, and carbohydrate from each of the foods. Award prizes for lowest absolute differences.

• SAVE GAME SHEET FOR TUES, WHEN WE WILL AND ENTER WALKING EQUIVALENTS OF THESE FOODS INTO THE COMPUTER

3. Distribute and show how to use the scientific reference:  Food Values of Portions commonly consumed. Look up some of the foods played in the game.

• Apply proportionality to calculate nutrient values based on different serving sizes of specific foods (use foods from game
• Look up choice of two foods, calculate sample values, and give brief report whole group

4. Analyze lunch using Table of Food Composition.

5. Go to computer lab and enter lunch into on-line program:  Compare to hand calculations. Discuss any surprises and “goals” for the rest of the day based on the results. (Note:  To use for web pages, must copy and paste results into a Word file because limited ability to generate printouts from on-line analysis)

6. Wrap up and discussion of what we learned and what might be utilized for web pages/presentations

Tuesday, 8:15 – 11:45 am:  Begin Energy Output Side of the Equation

1. Distribute and orient to Compendium of Physical Activities. Specifically:

• Find “sitting quietly” and explain meaning of “1 MET.” (Show students the CDC-HSTA web pages)
• Each student finds an activity of interest.
• Calculate kcal value for different time frames and body weights
• Conversions to lbs units.
• Practice using dimensional analysis.

2. Hone in on Compendium kcal values for walking: 

• Examine the variety of types walking data (how do they differ--by rate, surface, incline, etc).
• Compute and compare kcal differences.
• Compute walking equivalents (3 mph on level) of the foods from Calorie Detective.

3. Discuss the role of physical activity in human energy balance

• Specifically relate to kcal value of human adipose tissue:  1 lb ~ 3500 kcal; 5 lb ~ 17,500 kcal.
• Illustrate and discuss the lean vs fat 5 lb models—relative volume and kcal values (top secret information)
  
• Discuss normal and “too low” body fat; discuss dangers of “too low.”  (Consider providing handout on teen weight used in CDC-HSTA projects)
• Show students the Kcal Burned by Walking web page.

4. Pedometers and walking.

• Ask:  Who has experience with pedometers (tell about it)? How might pedometers be helpful to folks?
• Discuss pedometer data collected on Monday.
• Distribute Accusplit^® to everyone and orient as to its use; calculate stride length and enter.
• Distribute and discuss Evansdale walking route map; walking route safety
• Walk specific distances (e.g., Evansdale route)and compare pedometer kcal expenditure data to Compendium data.
• Compare walking on the level to going up and down the stairs.
• Small groups of students measure with distance wheel and walk specific distances. Compare pedometer readings to wheel distances and Compendium figures

4. Step equivalents of food and adipose tissue.

• How many steps to burn the fun size pack of M&Ms? What are the step equivalents of some foods used in Calorie Detective games (or let students look up a food and compute step equivalents.
• Make computations. Discuss surprises and how this information might be used.

5. As time allows:  Compute step equivalents of other physical activities for 20 and 40 minute time periods.

Tuesday, 1:15 – 4:45 am:  Cadaver Lab and Web Authoring Basics

Faculty member takes teacher and students to cadeavar lab and assists with web authoring basics.

Wednesday, 8:15 – 11:45 am: Pedometer Investigations with Psych of Exercise Group

1. Provide overview: 

• Introduce Jim and Paula to each other’s groups.
• This morning we’ll be doing several fun experiments with pedometers.
• We’ll even be doing some dancing! We’ll learn how to analyze our data and generate tables and graphs/charts of our findings with Excel.
• You’ll want to use some of the tables and graphs in your web site!
• You also may want to take some digital photos that illustrate our activities as we investigate the pedometers
• Everyone needs to save the data collect for each investigation, because when we get to the computer lab we’ll be using it.
• No food or beverage in the computer lab
• Any questions?

2. Pose and record answers to the following question about pedometer accuracy:  The Nasco^® Catalog claims the Accusplit^® Alliance pedometer is “85%” accurate. What does this mean in terms of steps taken?  How would we test this claim? 

• Record procedures for walking and data collection (including chart) on the board. 
• Each individual completes walking/data collection. 
• Each individual records his/her findings on the board.
• Discuss data analysis procedures and each individual completes data analysis; discuss findings.

3. Ask:  Do you think the accuracy of the Accusplit Alliance would be different if we changed the walking or another condition?  Brainstorm and list some different conditions, e.g., walking faster, walking slower, walking uphill, walking downhill, walking on a different surface (e.g., grass), wearing pedometer on different hip, etc.

4. Ask:  I wonder if the cost of a pedometer influences its’ accuracy?  Show variety of pedometers. Each small group (5 students each) formulates a research question and corresponding hypothesis about the accuracy of one as opposed to another pedometer.  Collect data (each student in each group completes 2 replications).

• Go to computer lab for data analysis.
• Introduce students to the use of Excel: Data entry and analysis. (Provide “simple statistics” handout)
• Run through example of setting up columns and doing simple stat tests and producing graphs from preexisting data on height and step counts of teachers.
• Use Excel to determine the percent accuracy of each pedometer.
• Explain to students that we can also do a t-test to see if any differences between the step counts of two different pedometers is statistically significant.
• Show and compute:  Produce table of findings.
• As time permits, analyze step count data from activity 3.

5.  Break and move to Room 315 Percival

6. Announce:  Now let’s pose and answer some questions about using pedometers with music!

7. Enter data into Excel and analyze results from the music inquiries.

• Illustrate and provide handout of how to produce a graph/chart of these findings as well as the findings from activities 3. and 4.

8. As Time Permits:  Each small group (5 students) comes up with at least one research question and corresponding hypothesis for which a t-test can be used to answer. HEB group will have the afternoon to finish up.

• In your experiment, do not ask students to use or let others know their own body weight.  This is private information.

9. Wrap Up.  Discuss what we learned and how we might use this information in our web site presentations.

10. HEB Group:  Option of going to McDonald’s for lunch and obtaining a pedometer to test. Wear Accusplit and McDs pedometer back from lunch.

Wednesday 1:15 – 4:45 pm

1. Compare McD’s and Accusplit pedometer readings. Complete Excel analysis as desired.

2. Finish up the investigation from the morning to answer research question posed. Present findings. Complete one more Pedometer investigation of choice. Answer and present findings

3. Choices (students will give a presentation of what they find through the following): 

• Complete on-line nutritional analysis of McDs lunch
• Investigate Nutritional Analysis Tool Advanced Energy Calculator
• Library resources database: Find and summarize articles related to HEB
• Kcal Burned by Walking Web Page:  Peruse and note what was learned. Present something of interest to fellow students

4. Outrageous educational/motivational web page plan/construction (revisit “Don’t get shafted” and discuss educational value). Also use time for additional planning on overall web site/pages.

Thursday 8:15 – 11:45 am

1. Make inquiry into the “Sweet Treats” Data Base by asking “What are the relationships between kcal, fat, carbohydrate, and protein in chocolate covered candies?”

• In the computer lab, each student should save to their desktop the Sweet Treats Data Base and then open the database through Microsoft Excel.
• Ask questions about the relationships amongst the energy, fat, and carbohydrate values in the data base (holding constant the mass of the candy--28.4 g or 1 ounce);
• Answer questions by developing and interpreting line and scatterplot charts following the Instructions for Producing Charts in Excel. As time allows, add other candies (e.g., Skittles, Starburst) to the database and pose questions about how these might change any of the analyses.
• Perform analyses on candies that have no fat and on grapes; compare the findings to the original Sweet Treats database:  What differences do you observe? 
• Develop a chart that shows the walking time to expend various of the sweet treats and grapes.

2. Additional time as available for web site/presentation planning.

3. Wrap-up discussion:  What did we learn? How can we use this information to inform/help others?

Thursday afternoon, evening

Web sites are completed for presenting on Friday