Tamil Nadu HSE Second Year Nutrition and Dietetics study plan

Define nutrition, dietetics, nutrients, and the six nutrient classes, and write one original sentence each distinguishing them

Classify carbohydrates by degree of polymerisation (mono-, di-, oligo-, polysaccharides) and list two food sources for each class

Explain digestion, absorption, and the glycaemic response of carbohydrates, including the roles of amylase, maltase, and the monosaccharide transporters

Distinguish essential from non-essential amino acids and state the concept and limitation of the limiting amino acid in a cereal-based diet

Define saturated, monounsaturated, polyunsaturated, trans, and essential fatty acids, and give one Tamil Nadu food source for each

Describe protein quality measures (biological value, net protein utilisation, protein efficiency ratio, chemical score) and apply them to compare rice and pulses

Explain the complementary role of cereal-pulse combinations such as idli, dosa, and sambar in improving protein quality

Outline lipid transport and the roles of LDL, HDL, and triglycerides in health, and state the recommended visible fat intake for an adult

Sketch the five-tier food guide pyramid and place at least 15 common Tamil Nadu foods in the correct tier

Calculate the food-group exchange portions needed for a 2,000 kcal balanced diet using cereal, pulse, milk, vegetable, fruit, fat, and sugar groups

List fat-soluble and water-soluble vitamins with one rich food source, one classic deficiency disease, and one toxicity risk each

Explain the roles of iron, calcium, iodine, zinc, and fluoride, and describe the haem and non-haem iron absorption difference and enhancers such as vitamin C

State the functions of water, the concept of insensible loss, and the basis for estimating daily fluid needs

Define basal metabolic rate, resting metabolic rate, thermic effect of food, and physical activity level, and state the approximate percentage contribution of each to total energy expenditure

Compute the energy content of a given meal from its carbohydrate, protein, and fat grams and compare it with the RDA energy figure for an adult reference man and woman

Explain how age, sex, body size, pregnancy, lactation, and fever alter BMR and energy requirement

Interpret the RDA table for energy, protein, calcium, iron, and vitamin A across age and physiological groups, and state why RDAs are set with a safety margin

Describe the methods of nutritional assessment: anthropometry, biochemical, clinical, dietary, and ecological, and state one strength and one limitation of each

Compute BMI, weight-for-age, and height-for-age, and classify a given child as normal, underweight, stunted, or wasted using WHO cut-offs

List the clinical signs of protein-energy malnutrition, including marasmus and kwashiorkor, and distinguish them by oedema and serum albumin

State the principles of meal planning (nutrient adequacy, palatability, economy, cultural acceptability, seasonality) and apply them to plan meals for a low-income family

Modify a normal diet to full liquid, soft, and clear liquid consistency, naming foods allowed and avoided at each level

Design a sodium-restricted, a fibre-modified, and a high-protein diet plan, stating the nutrient target and two practical food swaps for each

Explain the dietary principles in diabetes mellitus, hypertension, and peptic ulcer, including the role of complex carbohydrate, fibre, and small frequent meals

Outline dietary management in liver disease and chronic kidney disease, noting protein and sodium modifications and the reason for each

Describe dietary management in obesity and undernutrition, including energy deficit or surplus calculation and realistic weight-change targets

Explain food spoilage causes and classify preservation methods as physical (drying, refrigeration, canning, irradiation) and chemical (salting, sugaring, pickling, preservatives)

Identify common food adulterants in milk, oil, spices, and pulses, and state the simple home detection test for each

State the roles of the Prevention of Food Adulteration Act and the Food Safety and Standards Authority of India in consumer protection, and describe how to read a food label

Explain food hygiene practices relevant to a household and to a food service unit, including personal hygiene, safe water, and temperature control

List the major national nutrition programmes and state the target group, main intervention, and expected outcome of each

Explain the concept of community nutrition, nutritional surveillance, and the role of the ICDS anganwadi worker

Describe the causes of malnutrition using the UNICEF conceptual framework of immediate, underlying, and basic causes

Plan and record a small food preparation practical, stating the recipe, ingredients, method, yield, and approximate nutrient contribution per serving

Design a short diet survey using a 24-hour recall and a food frequency questionnaire, and state how to convert raw amounts to nutrient intake

Revise all domains using the eight deliverables as a condensed revision set, re-reading only the weak points flagged earlier

Answer two full-length timed practice papers under exam conditions and mark every wrong answer with its domain number

Re-derive the five most error-prone calculations (BMI, BMR, energy from macronutrients, exchange portions, nutrient per serving) without notes

Recite the deficiency diseases, RDA values, and national programmes from memory in a single rapid recall session

Write a one-page personal error log grouping mistakes by domain and stating the corrective fact for each