Nutritional needs of different groups

    OCR
    GCSE

    This study area requires a critical analysis of how nutritional requirements fluctuate across the human life cycle and among specific dietary groups. Candidates must evaluate the physiological drivers behind changing demands for macronutrients and micronutrients from infancy to old age, alongside specific medical (e.g., Coeliac, Diabetes) and ethical (e.g., Vegan) dietary needs. Mastery involves linking specific nutrients to physiological functions—such as the role of folate in neural tube development or calcium in peak bone mass—and assessing the health implications of excess or deficiency (malnutrition) within the context of UK government guidelines (Eatwell Guide, SACN).

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    Objectives
    4
    Exam Tips
    3
    Pitfalls
    3
    Key Terms
    4
    Mark Points

    What You Need to Demonstrate

    Key skills and knowledge for this topic

    • Credit responses that explicitly link nutrient function to the specific physiological demand of the life stage (e.g., 'Protein is required for rapid growth spurts in adolescence', not just 'for energy').
    • Award marks for correct identification of critical micronutrients: Folic acid for pregnancy (neural tube defects), Calcium/Vitamin D for childhood (rickets/bone density), Iron for teenage females (anaemia).
    • Candidates must distinguish between 'energy requirements' (decreasing in old age) and 'nutrient density' (increasing or remaining constant in old age).
    • In 'Modify' questions, credit specific ingredient substitutions that directly address the nutritional deficit identified in the scenario.

    Marking Points

    Key points examiners look for in your answers

    • Credit responses that explicitly link nutrient function to the specific physiological demand of the life stage (e.g., 'Protein is required for rapid growth spurts in adolescence', not just 'for energy').
    • Award marks for correct identification of critical micronutrients: Folic acid for pregnancy (neural tube defects), Calcium/Vitamin D for childhood (rickets/bone density), Iron for teenage females (anaemia).
    • Candidates must distinguish between 'energy requirements' (decreasing in old age) and 'nutrient density' (increasing or remaining constant in old age).
    • In 'Modify' questions, credit specific ingredient substitutions that directly address the nutritional deficit identified in the scenario.

    Examiner Tips

    Expert advice for maximising your marks

    • 💡Always apply the 'Nutrient-Function-Source' chain when explaining dietary needs; never list a nutrient without its specific biological role in that life stage.
    • 💡When analyzing a scenario (e.g., 'a 14-year-old female vegetarian'), highlight the 'distractors' and 'key constraints' before writing.
    • 💡Use specific terminology: replace 'weak bones' with 'osteoporosis' or 'rickets'; replace 'tiredness' with 'anaemia' or 'fatigue due to lack of iron'.
    • 💡For 'Plan a meal' questions, ensure the main meal provides approximately 30-35% of the daily intake, not the whole day's worth.

    Common Mistakes

    Pitfalls to avoid in your exam answers

    • Stating that elderly individuals need 'less food' without clarifying they need fewer calories but equal/higher micronutrient density.
    • Confusing the timing of Folic Acid intake (must be pre-conception and first 12 weeks), often vaguely stating 'during pregnancy'.
    • Failing to differentiate between the nutritional needs of male and female adolescents (specifically regarding Iron and energy expenditure).

    Study Guide Available

    Comprehensive revision notes & examples

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    Key Terminology

    Essential terms to know

    Likely Command Words

    How questions on this topic are typically asked

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