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Dietary Reference Intakes: Recommended Intakes for Individuals: Vitamins
Life Vitamin Vitamin Vitamin Vitamin Vitamin Vitamin Vitamin Pantothenic
Stage A C D E K Thiamin Riboflavin Niacin B6 Folate B12 Acid Biotin Cholineg
Group (μg/day)a (mg/day) (μg/day)b,c (mg/day)d (μg/day) (mg/day) (mg/day) (mg/day)e (mg/day) (μg/day)f (μg/day) (mg/day) (μg/day) (mg/day)
Infants
0–6 mo 400* 40* 10* 4* 2.0* 0.2* 0.3* 2* 0.1* 65* 0.4* 1.7* 5* 125*
7–12 mo 500* 50* 10* 5* 2.5* 0.3* 0.4* 4* 0.3* 80* 0.5* 1.8* 6* 150*
Children
1–3 y 300 15 15 6 30* 0.5 0.5 6 0.5 150 0.9 2* 8* 200*
4–8 y 400 25 15 7 55* 0.6 0.6 8 0.6 200 1.2 3* 12* 250*
Males
9–13 y 600 45 15 11 60* 0.9 0.9 12 1.0 300 1.8 4* 20* 375*
14–18 y 900 75 15 15 75* 1.2 1.3 16 1.3 400 2.4 5* 25* 550*
19–30 y 900 90 15 15 120* 1.2 1.3 16 1.3 400 2.4 5* 30* 550*
31–50 y 900 90 15 15 120* 1.2 1.3 16 1.3 400 2.4 5* 30* 550*
51–70 y 900 90 15 15 120* 1.2 1.3 16 1.7 400 2.4h 5* 30* 550*
> 70 y 900 90 20 15 120* 1.2 1.3 16 1.7 400 2.4h 5* 30* 550*
Females
9–13 y 600 45 15 11 60* 0.9 0.9 12 1.0 300 1.8 4* 20* 375*
14–18 y 700 65 15 15 75* 1.0 1.0 14 1.2 400i 2.4 5* 25* 400*
19–30 y 700 75 15 15 90* 1.1 1.1 14 1.3 400i 2.4 5* 30* 425*
31–50 y 700 75 15 15 90* 1.1 1.1 14 1.3 400i 2.4 5* 30* 425*
51–70 y 700 75 15 15 90* 1.1 1.1 14 1.5 400 2.4h 5* 30* 425*
> 70 y 700 75 20 15 90* 1.1 1.1 14 1.5 400 2.4h 5* 30* 425*
Pregnancy
≤18 y 750 80 15 15 75* 1.4 1.4 18 1.9 600j 2.6 6* 30* 450*
19–30 y 770 85 15 15 90* 1.4 1.4 18 1.9 600j 2.6 6* 30* 450*
31–50 y 770 85 15 15 90* 1.4 1.4 18 1.9 600j 2.6 6* 30* 450*
Lactation
≤ 18 y 1200 115 15 19 75* 1.4 1.6 17 2.0 500 2.8 7* 35* 550*
19–30 y 1300 120 15 19 90* 1.4 1.6 17 2.0 500 2.8 7* 35* 550*
31–50 y 1300 120 15 19 90* 1.4 1.6 17 2.0 500 2.8 7* 35* 550*
Note: This table (taken from the DRI reports, see www.nap.edu) presents Recommended Dietary Allowances (RDAs) in bold type and Adequate Intakes (AIs) in
ordinary type followed by an asterisk (*). RDAs and AIs may both be used as goals for individual intakes. RDAs are set to meet the needs of almost all (97 to 98
percent) individuals in a group. For healthy breastfed infants, the AI is the mean intake. The AI for all other life stage and gender groups is believed to cover
needs of all individuals in a group, but lack of data or uncertainty in the data prevent being able to specify with confidence the percentage of individuals covered
by this intake.
aAs retinol activity equivalents (RAEs). 1 RAE 5 1 mg retinol, 12 mg b-carotene, 24 mg a-carotene,or 24 mg b-cryptoxanthin in foods. To calculate RAEs from
REs of provitamin A carotenoids in foods, divide REs by 2. For preformed vitamin A in foods or supplements and for provitamin A carotenoid in supplements
1 RE = 1 RAE.
bCholecalciferol. 1 mg cholecalciferol 5 40 IU vitamin D.
cIn the absence of exposure to adequate sunlight.
dAs a-tocopherol, which includes RRR-a-tocopherol, the only form of a-tocopherol that occurs naturally in foods, and the 2R-stereoisomeric forms of a-tocopherol
(RRR-, RSR-, RRS, and RSS-a-tocopherol) that occur in fortified foods and supplements. It does not include the 2S-stereoisomeric forms of a-tocopherol (SRR-, SSR-,
SRS-, and SSS-a-tocopherol), also found in fortified foods and supplements.
eAs niacin equivalents (NEs) 1 mg niacin 5 60 mg tryptophan; 0–6 months 5 preformed niacin (not NE).
,
fAs dietary folate equivalents (DFE) 1 DFE 5 1 mg food folate 5 0.6 mg folic acid from fortified food or as a supplement consumed with food 5 0.5 mg of a
supplement taken on an empty stomach.
gAlthough AIs have been set for choline, there are few data to assess whether a dietary supply of choline is needed at all stages of the lifecycle, and it may be that
the choline requirement can be met by endogenous synthesis at some of these stages.
hBecause 10–30% of older people may malabsorb food-bound B , it is advisable for those older than 50 years to meet their RDA mainly by consuming foods
12
fortified with B or a supplement containing B .
12 12
iIn view of evidence linking folate intake with neural tube defects in the fetus, it is recommended that all women capable of becoming pregnant consume 400 mg
from supplements or fortified foods in addition to intake of food folate from a varied diet.
jIt is assumed that women will consume 400 μg from supplements or fortified foods until their pregnancy is confirmed and they enter prenatal care, which
ordinarily occurs after the end of the periconceptional period—the critical time for neural tube formation.
Source: Dietary Reference Intake Tables: The Complete Set. Institute of Medicine, National Academy of Sciences available online at www.nap.edu. Reprinted with
permission from the National Academies Press, Copyright 2005, National Academy of Sciences.
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Dietary Reference Intakes: Recommended Intakes for Individuals: Minerals
Life Stage Calcium Chromium Copper Fluoride Iodine Iron Magnesium Manganese Molybdenum Phosphorus Selenium Zinc Sodium Chloride Potassium
Group (mg/day) (μg/day) (μg/day) (mg/day) (μg/day) (mg/day) (mg/day) (mg/day) (μg/day) (mg/day) (μg/day) (mg/day) (g/day) (g/day) (g/day)
Infants
0–6 mo 200* 0.2* 200* 0.01* 110* 0.27* 30* 0.003* 2* 100* 15* 2* 0.12* 0.18* 0.4*
7–12 mo 260* 5.5* 220* 0.5* 130* 11 75* 0.6* 3* 275* 20* 3 0.37* 0.57* 0.7*
Children
1–3 y 700 11* 340 0.7* 90 7 80 1.2* 17 460 20 3 1.0* 1.5* 3.0*
4–8 y 1,000 15* 440 1* 90 10 130 1.5* 22 500 30 5 1.2* 1.9* 3.8*
Males
9–13 y 1,300 25* 700 2* 120 8 240 1.9* 34 1,250 40 8 1.5* 2.3* 4.5*
14–18 y 1,300 35* 890 3* 150 11 410 2.2* 43 1,250 55 11 1.5* 2.3* 4.7*
19–30 y 1,000 35* 900 4* 150 8 400 2.3* 45 700 55 11 1.5* 2.3* 4.7*
31–50 y 1,000 35* 900 4* 150 8 420 2.3* 45 700 55 11 1.5* 2.3* 4.7*
51–70 y 1,000 30* 900 4* 150 8 420 2.3* 45 700 55 11 1.3* 2.0* 4.7*
> 70 y 1,200 30* 900 4* 150 8 420 2.3* 45 700 55 11 1.2* 1.8* 4.7*
Females
9–13 y 1,300 21* 700 2* 120 8 240 1.6* 34 1,250 40 8 1.5* 2.3* 4.5*
14–18 y 1,300 24* 890 3* 150 15 360 1.6* 43 1,250 55 9 1.5* 2.3* 4.7*
19–30 y 1,000 25* 900 3* 150 18 310 1.8* 45 700 55 8 1.5* 2.3* 4.7*
31–50 y 1,000 25* 900 3* 150 18 320 1.8* 45 700 55 8 1.5* 2.3* 4.7*
51–70 y 1,200 20* 900 3* 150 8 320 1.8* 45 700 55 8 1.3* 2.0* 4.7*
> 70 y 1,200 20* 900 3* 150 8 320 1.8* 45 700 55 8 1.2* 1.8* 4.7*
Pregnancy
≤ 18 y 1,300 29* 1,000 3* 220 27 400 2.0* 50 1,250 60 12 1.5* 2.3* 4.7*
19–30 y 1,000 30* 1,000 3* 220 27 350 2.0* 50 700 60 11 1.5* 2.3* 4.7*
31–50 y 1,000 30* 1,000 3* 220 27 360 2.0* 50 700 60 11 1.5* 2.3* 4.7*
Lactation
≤ 18 y 1,300 44* 1,300 3* 290 10 360 2.6* 50 1,250 70 13 1.5* 2.3* 5.1*
19–30 y 1,000 45* 1,300 3* 290 9 310 2.6* 50 700 70 12 1.5* 2.3* 5.1*
31–50 y 1,000 45* 1,300 3* 290 9 320 2.6* 50 700 70 12 1.5* 2.3* 5.1*
Note: This table (taken from the DRI reports, see www.nap.edu) presents Recommended Dietary Allowances (RDAs) in bold type and Adequate Intakes (AIs) in ordinary type followed by an asterisk (*). RDAs and
AIs may both be used as goals for individual intakes. RDAs are set up to meet the needs of almost all (97–98%) individuals in a group. For healthy breastfed infants, the AI is the mean intake. The AI for all other life
stage and gender groups is believed to cover needs of all individuals in the group, but lack of data or uncertainty in the data prevent being able to specify with confidence the percentage of individuals covered by
this intake.
Source: Dietary Reference Intake Tables: The Complete Set. Institute of Medicine, National Academy of Sciences. Available online at www.nap.edu. Reprinted with permission from the National Academies Press,
Copyright 2005, National Academy of Sciences.
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Acceptable Macronutrient Distribution Ranges (AMDR) for Healthy Diets as a Percent of Energy
Age Carbohydrate Added Sugars Total Fat Linoleic Acid α-Linolenic Acid Protein
1–3 y 45–65 ≤ 25 30–40 5–10 0.6–1.2 5–20
4–18 y 45–65 ≤ 25 25–35 5–10 0.6–1.2 10–30
≥ 19 y 45–65 ≤ 25 20–35 5–10 0.6–1.2 10–35
Source: Institute of Medicine, Food and Nutrition Board. “Dietary Reference Intakes for Energy, Carbohydrates, Fiber, Fat, Protein, and Amino Acids.”
Reprinted with permission from the National Academies Press, Copyright 2005, National Academy of Sciences.
Dietary Reference Intakes: Recommended Intakes for Individuals: Carbohydrates, Fibre, Fat, Fatty Acids, Protein, and Water
Life Stage Carbohydrate Fibre Fat Linoleic Acid α-Linolenic Acid Protein Water
Group (g/day) (g/day) (g/day) (g/day) (g/day) (g/kg/day) (g/day) (litres)
Infants
0–6 mo 60* ND 31* 4.4*† 0.5*‡ 1.52* 9.1* 0.7*
7–12 mo 95* ND 30* 4.6*† 0.5*‡ 1.2 11.0 0.8*
Children
1–3 y 130 19* ND 7* 0.7* 1.05 13 1.3*
4–8 y 130 25* ND 10* 0.9* 0.95 19 1.7*
Males
9–13 y 130 31* ND 12* 1.2* 0.95 34 2.4*
14–18 y 130 38* ND 16* 1.6* 0.85 52 3.3*
19–30 y 130 38* ND 17* 1.6* 0.80 56 3.7*
31–50 y 130 38* ND 17* 1.6* 0.80 56 3.7*
51–70 y 130 30* ND 14* 1.6* 0.80 56 3.7*
> 70 y 130 30* ND 14* 1.6* 0.80 56 3.7*
Females
9–13 y 130 26* ND 10* 1.0* 0.95 34 2.1*
14–18 y 130 26* ND 11* 1.1* 0.85 46 2.3*
19–30 y 130 25* ND 12* 1.1* 0.80 46 2.7*
31–50 y 130 25* ND 12* 1.1* 0.80 46 2.7*
51–70 y 130 21* ND 11* 1.1* 0.80 46 2.7*
> 70 y 130 21* ND 11* 1.1* 0.80 46 2.7*
Pregnancy 175 28* ND 13* 1.4* 1.1 RDA + 25g 3.0*
Lactation 210 29* ND 13* 1.3* 1.3 RDA + 25g 3.8*
ND = not determined *Values are AI (Adequate Intakes) † Refers to all ω-6 polyunsaturated fatty acids ‡ Refers to all ω-3 polyunsaturated fatty acids
Source: Institute of Medicine, Food and Nutrition Board. “Dietary Reference Intakes for Energy, Carbohydrates, Fiber, Fat, Fatty Acids, and Protein.”
Reprinted with permission from the National Academies Press, Copyright 2005, National Academy of Sciences.
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Nutrition: Science and
Applications
Second Canadian Edition
Lori A. Smolin, Ph.D.
University of Connecticut
Mary B. Grosvenor, M.S., R.D.
Debbie Gurfinkel, Ph.D.
University of Toronto
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Copyright © 2015 by John Wiley & Sons Canada, Ltd.
All rights reserved. No part of this work covered by the copyrights herein may be reproduced or used in any form or by any
means—graphic, electronic, or mechanical—without the prior written permission of the publisher.
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this book shall be directed to the Canadian copyright licensing agency, Access Copyright. For an Access Copyright licence,
visit www.accesscopyright.ca or call toll-free, 1-800-893-5777.
Care has been taken to trace ownership of copyright material contained in this text. The publishers will gladly receive any
information that will enable them to rectify any erroneous reference or credit line in subsequent editions.
Care has been taken to ensure that the web links recommended in this text were active and accessible at the time of
publication. However, the publisher acknowledges that web addresses are subject to change.
Library and Archives Canada Cataloguing in Publication
Smolin, Lori A., author
Nutrition : science and applications / Debbie Gurfinkel, Ph.D.
(University of Toronto), Lori A. Smolin, Ph.D. (University of Connecticut),
Mary B. Grosvenor, M.S., R.D. — Second Canadian
edition.
Revision of: Nutrition : science and applications / Lori A. Smolin, Ph.D., University of Connecticut, Mary B. Grosvenor,
M.S., R.D., Debbie Gurfinkel, Ph.D., University of Toronto. — Canadian edition. — Mississauga, Ontario : John Wiley &
Sons Canada, Ltd., [2012], ©2012.
Includes bibliographical references and index.
Issued in print and electronic formats.
ISBN 978-1-118-87838-5 (bound).--ISBN 978-1-119-04551-9
(loose-leaf).--ISBN 978-1-119-04797-1 (pdf)
1. Nutrition--Textbooks. I. Grosvenor, Mary B., author II. Gurfinkel, Debbie, 1955-, author III. Title.
QP141.S66 2014 613.2 C2014-907083-7
C2014-907084-5
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About the Authors
Lori A. Smolin received a Bach- has published articles in peer-reviewed journals in nutritional
elor of Science degree from Cor- assessment and nutrition and cancer. Her training and experience
nell University, where she studied provide practical insights into the application and presentation of
human nutrition and food sci- the science in this text.
ence. She received a doctorate
from the University of Wisconsin Debbie Gurfinkel earned her
at Madison, where her doctoral undergraduate degree at the Uni-
research focused on B vitamins, versity of Toronto, specializing
homocysteine accumulation, in food chemistry. She earned
and genetic defects in homocyst- her MSc from the University of
eine metabolism. She completed Toronto’s Department of Nutri-
postdoctoral training both at the tional Sciences. Her thesis work
Harbor–UCLA Medical Center, was on the chemistry of dietary
where she studied human obesity, and at the University of fibre in wheat bran. Her doctoral
California–San Diego, where she studied genetic defects in amino research, in the same department,
acid metabolism. She has published articles in these areas in peer- investigated the anti-carcinogenic activity of soybean constituents.
reviewed journals. Dr. Smolin is currently at the University of Her interest in cancer research continued at the post-doctoral
Connecticut, where she teaches in the Department of Nutritional level, where she worked in the area of cancer drug discovery at the
Science. Courses she has taught include introductory nutrition, Ontario Cancer Institute, Princess Margaret Hospital in Toronto.
life cycle nutrition, food preparation, nutritional biochemistry, The use of education technologies in the classroom and the
general biochemistry, and introductory biology. development of online courses has been a continuing interest.
She has been involved in authoring an online course on nutrition
Mary B. Grosvenor holds a bach- for pharmacists and holds a Certificate in E-learning from the
elor of arts in English and a master University of Toronto’s School of Continuing Studies.
of science in Nutrition Science, Since 2004, she has lectured at the undergraduate level
affording her an ideal background at the University of Toronto in the Department of Nutritional
for nutrition writing. She is a regis- Sciences. Her teaching duties have included a wide range of topics
tered dietitian and has worked in such as introductory human nutrition, food chemistry, metabolic
clinical as well as research nutri- aspects of obesity, functional foods, nutrition in the media, and the
tion, in hospitals and commun- reading of nutritional research literature. Before joining the Univer-
ities large and small in the western sity of Toronto, she taught several food science courses at Ryerson
United States. She teaches at the University’s School of Nutrition. Her students inspire her to keep
community college level and seeking better ways to enhance the learning of the nutritional sciences.
Dedication
To my sons, Zachary and Max, and to my husband, David Knecht, To Jack, Steven, and Jeffrey, for their unwavering support and
who help me maintain perspective and recognize and appreciate endless patience while I worked on this project.
the important things in life. DG
LAS
To my boys, in appreciation for the time this work takes from them
and the inspiration (and in recent years, editorial assistance) they
give to me.
MBG
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Preface
Nutrition: Science and Applications, Second Canadian Edition, has as its foundation the nutrition
fundamentals and outstanding features of the original American edition. The integration of Canadian
content with this excellent core material results in a textbook that is both comprehensive and relevant
to the Canadian student. It is intended as an introductory nutrition textbook for science-oriented
students at the university or college level. The scientific aspects of nutrient function are detailed
using the basic principles of biology, physiology, and biochemistry.
Integrated Canadian Content
The Canadian content of the textbook has several recurring themes. Canada’s Food Guide is described
in detail early in the text and its usefulness as a tool for making nutritious food choices is emphasized
throughout. Data from the Canadian Community Health Survey is presented throughout, often in the
form of critical thinking exercises in which students are asked to interpret results and evaluate their
implications. Canadian regulations such as those related to food labelling, natural health products,
and food safety and the activities of food regulatory agencies such as Health Canada and the Can-
adian Food Inspection Agency are widely discussed. Results of research on Canadian populations,
often conducted at Canadian universities, are included in many chapters.
Critical Thinking Enhances
Problem-Solving Skills
Nutrition: Science and Applications, Second Canadian Edition, takes a critical thinking approach to
understanding and applying human nutrition. Like other introductory texts it offers students the basics
of nutrition by exploring the nutrients, their functions in the body, and sources in the diet. But its unique
critical thinking approach gives students an understanding of the “whys” and the “hows” behind nutrition
processes and recommendations. In each chapter, Critical Thinking exercises introduce nutrition-related
problems and lead students through the logical questions and thought processes needed to find a solution.
The critical thinking exercises included in the textbook fall into two categories:
(cid:114) Critical thinking exercises related to the health issues and food choices of the individual
(cid:114) Critical thinking exercises related to public health issues arising from the results of nutri-
tional research studies, including the Canadian Community Health Survey
Critical Thinking Exercises Consider the Food
Choices of the Individual
(cid:114) Can I help my mom manage her blood cholesterol?
(cid:114) Why have I gained 10 pounds?
(cid:114) What should I eat to reduce my risk of cancer?
(cid:114) How can I change my diet to better support my athletic training?
These are some of the questions students want answered when they enroll in nutrition classes. To
answer these and other health-related questions and to continuously fuel student interest, discus-
sions of the relationships among nutrition, health, and disease are integrated throughout the text.
Almost every chapter contains a critical thinking exercise in which an individual faces a relevant
health issue, often presented with a clinical flavour (e.g., a middle-aged man trying to lower his serum
cholesterol levels because of his family history of heart disease). Students are challenged to analyze
the individual’s situation and food intake and use their knowledge to make dietary recommenda-
tions. “Applications” at the end of each chapter then ask students to use this same process of logical
scientific inquiry, along with the information in the chapter, to assess their own diets and modify
