| Course | NS105 Fundamentals of Nutrition |
|---|---|
| Unit | Unit 9 |
| Paper type | Dietary guidance analysis |
| Length | About 1,140 words, 7 pages double-spaced |
| Format | APA 7 student paper |
| School | Purdue University Global |
| Program | BS in Nutrition Science |
| Updated | October 2026 |
Free sample paper for NS105 Unit 9
Half a Cup of Fruit and One Ounce of Whole Grain: A Unit 9 Dietary Guidance Analysis of an Overnight Clerk's Week
[Student Name]
Purdue University Global
NS105: Fundamentals of Nutrition
Unit 9 Dietary Guidance Analysis
[Instructor Name]
[Date]
The clerk and her week of eating are composite, continuing from Unit 7; the guidelines, the Healthy Eating Index update and the shift work review cited are real.
The Person and the Week
Gloria, the composite 36-year-old overnight front desk clerk whose three-day record appeared in Unit 7, extended her record to a full week, five work nights and two days off. Her three-day average intake was about 2,120 kilocalories, and her full-week average was similar at about 2,100.
Choosing the Pattern
The Dietary Guidelines for Americans, 2020-2025, set food group amounts for each calorie level in the Healthy U.S.-Style Dietary Pattern (U.S. Department of Agriculture & U.S. Department of Health and Human Services, 2020). Gloria is a sedentary to lightly active woman in her thirties; the guidelines' estimates place her energy needs near 1,800 to 2,000 kilocalories. Her intake of about 2,100 is slightly above that range. The analysis uses the 2,000-kilocalorie pattern, the level closest to her needs that does not assume her current intake is right.
Food Groups, Group by Group
Each group gives the pattern's daily amount, Gloria's weekly average and the gap.
1. Vegetables. Pattern: 2.5 cup-equivalents a day. Gloria: about 1.2. Gap: 1.3 cups short. Most of her vegetables came from salsa, the lettuce in a salad and green beans at her sister's.
2. Fruits. Pattern: 2 cup-equivalents. Gloria: about 0.5. Gap: 1.5 cups short. A banana and an apple during the week accounted for nearly all of it.
3. Grains. Pattern: 6 ounce-equivalents, at least half whole grains. Gloria: about 7 ounces, of which about 1 ounce was whole grain. Total grains are slightly above the pattern; whole grains are about 2 ounces short of the minimum.
4. Dairy. Pattern: 3 cup-equivalents. Gloria: about 1.5, from cheese, milk on cereal and pizza. Gap: 1.5 cups short.
5. Protein foods. Pattern: 5.5 ounce-equivalents. Gloria: about 6, mostly chicken, turkey, eggs and beef. Close to the pattern, with no seafood and few beans, nuts or seeds.
Limits
1. Added sugars. Limit: less than 10 percent of energy, about 50 grams at 2,000 kilocalories. Gloria: about 70 grams a day, about 13 percent of energy, mostly from cola, flavored creamer, sweetened cereal and cookies at work.
2. Saturated fat. Limit: less than 10 percent of energy. Gloria: about 12 percent, from cheese, butter, pizza and creamer.
3. Sodium. Limit: less than 2,300 milligrams for adults. Gloria: about 3,600 milligrams, mostly from restaurant meals, frozen pizza, deli turkey and chips.
What the Missing Foods Would Have Supplied
Each gap matters for what the missing foods carry.
Vegetables and fruits. The 2.8 missing cups of vegetables and fruit each day would have supplied fiber, potassium, vitamin C, folate and vitamin A. Gloria's fiber averaged about 14 grams a day, far below the 25 grams recommended for women, and her potassium was well under the adequate intake. These shortfalls trace mainly to this gap.
Whole grains. Replacing about 2 ounces of refined grains with whole grains, without changing the total, would add fiber, magnesium and B vitamins.
Dairy. The missing 1.5 cups would have supplied calcium, vitamin D and potassium. Her calcium was below the recommended 1,000 milligrams.
Protein variety. Gloria meets the protein amount, but adding seafood twice a week and some beans would supply omega-3 fatty acids and fiber that her current choices lack.
Gloria's week is not short on food but short on particular foods: she eats slightly more energy than her pattern calls for while missing almost three cups of fruit and vegetables a day, so most of her nutrient shortfalls trace to one gap rather than to eating too little.
Where the Departures Come From
The record shows that the gaps are tied to Gloria's schedule. Her "breakfast" at 3 p.m. and "lunch" at 8 p.m. are often restaurant or convenience meals bought on the way to work. During her overnight shift, the only food available is a vending machine and the hotel's breakfast setup of pastries and cookies, which she uses when she has not packed food. Her two days off, when she eats with her sister, include the week's only cooked vegetables. Research comparing shift and day workers found their total daily energy intakes to be similar (Bonham et al., 2016), which fits Gloria's pattern: the issue is less how much she eats than what is available at the hours she eats.
Scoring the Week
The Healthy Eating Index scores conformance with the national guidelines from 0 to 100, with components for each food group and limit (Krebs-Smith et al., 2018). A formal score requires software, but Gloria's pattern, low in fruit, vegetables, whole grains and dairy and high in added sugars, sodium and refined grains, would score well below the guidelines' intent on most components.
Shared Causes
Gloria's shortfalls are linked. Low fruit and vegetable intake explains most of the fiber shortfall, but refined grains add to it. Low dairy explains much of the calcium shortfall, but the cola that replaces milk on work nights also adds sugar. High sodium comes from the same restaurant and convenience meals that crowd out vegetables. Because the gaps share causes, a single change, such as packing food for the overnight shift, can move several of them at once. This is why the analysis looks at the week as a pattern rather than scoring each food group separately.
What the Analysis Suggests
Three changes would close most of the gaps without asking Gloria to change her schedule:
1. Pack fruit and a vegetable snack, such as carrots with hummus, for the overnight shift, replacing vending machine crackers and the hotel cookies.
2. Swap the 4:30 a.m. cola for water or milk, which would cut added sugars by about 65 grams on work nights and add dairy.
3. Choose a whole-grain option at her 3 p.m. meal, such as oatmeal or whole-wheat toast.
Why Not Simply Eat Less
Because Gloria's energy intake is slightly above her estimated needs, one tempting recommendation would be to eat less. The analysis suggests that would be the wrong emphasis. Cutting portions of her current foods would reduce energy but deepen the shortfalls in fiber, calcium and potassium. Replacing low-density foods with fruit, vegetables, whole grains and dairy would tend to reduce added sugars and sodium while filling the gaps, and may bring energy closer to her needs as a side effect.
Limits of the Analysis
The week is self-reported, and restaurant meals were estimated. Food group amounts were calculated from portions rather than measured. The 2,000-kilocalorie pattern is an approximation of Gloria's needs.
References
Bonham, M. P., Bonnell, E. K., & Huggins, C. E. (2016). Energy intake of shift workers compared to fixed day workers: A systematic review and meta-analysis. Chronobiology International, 33(8), 1086-1100. https://doi.org/10.1080/07420528.2016.1192188
Krebs-Smith, S. M., Pannucci, T. E., Subar, A. F., Kirkpatrick, S. I., Lerman, J. L., Tooze, J. A., Wilson, M. M., & Reedy, J. (2018). Update of the Healthy Eating Index: HEI-2015. Journal of the Academy of Nutrition and Dietetics, 118(9), 1591-1602. https://doi.org/10.1016/j.jand.2018.05.021
U.S. Department of Agriculture & U.S. Department of Health and Human Services. (2020). Dietary guidelines for Americans, 2020-2025 (9th ed.). https://www.dietaryguidelines.gov
Reading the NS 105 Unit 9 instructions
The guidance analysis unit asks students to compare a person's eating with the current Dietary Guidelines for Americans. Prompts usually expect the choice of calorie level explained, each food group compared with the pattern, limits checked, gaps quantified and an explanation of what the gaps mean for nutrient intake. Choose the calorie level from the person's estimated needs, not their current intake. Compare every food group, including whole versus refined grains. Size each gap in cups or ounces. Explain what nutrients the missing foods would supply. Look for causes in the person's schedule or circumstances. Suggest a small number of changes within scope. Note the analysis's limits. Five to six pages is common.
How the NS 105 Unit 9 example is put together
The analysis introduces the clerk and her week and explains choosing the 2,000-kilocalorie pattern. Five food groups are compared in turn, with each gap sized, followed by three limits. A section explains what the missing foods would supply, linking the fruit and vegetable gap to her fiber and potassium shortfalls, and the highlighted sentence makes that connection. A section traces the departures to her overnight schedule and cites a review of shift workers' energy intake. Another shows how the gaps share causes. The Healthy Eating Index is described. Three changes are suggested, a section explains why eating less is the wrong emphasis and limits close the paper. Each limit is reported with its main food sources.
Reading the NS105 Unit 9 grading rubric
Rubrics for NS105 guidance analyses typically weight accurate comparison most: the right pattern, correct food group amounts and correctly sized gaps. Points go to explaining the nutritional meaning of each gap rather than listing shortfalls. Identifying causes in the person's circumstances earns credit for analysis. Suggestions should be few, specific and within a nutrition student's scope. Use of the current guidelines and supporting research, cited correctly, counts under evidence. Organization and clear writing complete the rubric. Analyses that choose a calorie level from current intake, or that recommend eating less without addressing what is missing, usually lose points on reasoning. Linking each food group gap to a nutrient shortfall is often the deciding criterion between good and excellent work.
Common NS105 Unit 9 mistakes, and how to avoid them
Guidance analyses frequently compare intake with the wrong calorie level, often the person's current intake, which hides overconsumption. Another weakness is reporting that a food group is low without saying by how much. Students rarely explain what the missing foods would have supplied, so the analysis stays at the level of food groups. Whole grains are often lumped with refined grains. Causes in the person's day are seldom examined. Recommendations tend to be long lists. If your week of records is complete and you need to compare it with the guidelines, total each food group per day, and a writer can help you size the gaps and explain them.
Get an NS105 Unit 9 example written to your instructions
Share the eating pattern described in the Unit 9 assignment, or your own recorded pattern where that is permitted, plus the rubric and the edition your instructor expects. The analysis is built against that edition at a stated energy level and returned within 24-48h. There is no fee on a first custom sample. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.
More NS105 papers and BS in Nutrition Science samples
- NS105 Unit 1: Nutrient Definition Post
- NS105 Unit 2: Digestion Summary
- NS105 Unit 3: Energy Calculation Set
- NS105 Unit 4: Carbohydrate Profile
- NS105 Unit 5: Fat and Protein Comparison
- NS105 Unit 6: Seminar Reflection
- NS105 Unit 7: Three-Day Food Record
- NS105 Unit 8: Nutrient Density Comparison
- NS105 Unit 10: Nutrition Case Summary
NS105 Unit 9 questions, answered
Which edition of the guidelines should I use?
The current one, named in full with its years, unless your instructor specifies another. The guidelines are revised on a regular cycle, and amounts or wording can change between editions. Check the date on anything you cite, including textbook tables, which sometimes lag behind the latest release by a cycle or more.
How do I pick the right energy level?
Use the level your prompt gives. If none is given, estimate one from the person's age, sex and activity using the table the guidance or your textbook provides, state it, and explain the choice in a sentence. The food group targets follow from that level, so a grader will look for the justification before checking anything else.
Can I recommend specific foods?
You can name the kinds of foods the guidance itself highlights, attributed to the guidance, at a general level. Avoid building a personal meal plan or suggesting supplements, since the assignment analyzes a pattern and does not advise an individual. A sentence tying each suggestion to the departure it addresses is usually enough.
Where can I find a free NS105 Unit 9 sample paper?
This page holds a complete Unit 9 dietary guidance analysis of an overnight clerk's week, with food group gaps, limits, causes, margin notes and APA references.
Why use the 2,000-kilocalorie pattern if she eats 2,100?
The pattern should match her estimated needs, about 1,800 to 2,000 kilocalories, not her current intake. Using her intake would treat slight overconsumption as the target.