By the end of this chapter, you will be able to:
Mastering this skill helps you understand how to support good health through proper nutrition, an essential part of promoting wellbeing in any community.
Compiled by: Peter Kamau
Micronutrients are essential nutrients required by the human body in small amounts to perform vital physiological functions. For nutrition and dietetics professionals in Kenya, understanding micronutrients is crucial to designing diets that prevent deficiencies and promote optimal health, particularly in vulnerable populations such as children, pregnant women, and the elderly. This chapter explores the classes of micronutrients, focusing on vitamins and minerals, and examines their key food sources within the Kenyan dietary context. Mastery of this knowledge enables practitioners to address micronutrient malnutrition effectively through targeted nutritional interventions.
Micronutrients are the vitamins and minerals the body needs in small amounts. They are sorted into classes because members of the same class behave in the same way: they are absorbed in the same way, kept in the body in the same way, and lost from food in the same way. Knowing the class of a micronutrient lets a dietitian predict how it should be cooked, how often it must be eaten, and how a supplement can go wrong. Vitamins are divided by what they dissolve in, and minerals by how much the body needs each day. The foods that supply them, their functions and the diseases caused by their lack are taught in the later topics of this chapter.
Vitamins are organic compounds that the body needs in very small amounts to work normally, and that it cannot make in enough quantity. There are a few partial exceptions: the skin makes vitamin D when exposed to sunlight, the body makes some niacin from the amino acid tryptophan, and bacteria in the large intestine make a little vitamin K and biotin. These sources do not usually meet the full need, so diet remains the main supply.
Thirteen vitamins are recognised. Nine dissolve in water (vitamin C and the eight B vitamins) and four dissolve in fat (vitamins A, D, E and K). The solvent largely decides how the vitamin is absorbed, carried, stored and lost.
Water soluble vitamins dissolve in water. They are absorbed in the small intestine directly into the blood and travel freely or attached to carrier proteins. The body keeps only small reserves of most of them, and any excess is passed out in the urine. This is why a regular supply from food is needed, and why a person on a poor diet can run short within weeks or months. Vitamin B12 is the exception: the liver holds a store that can last for years.
Because they dissolve in water, they are also lost from food into cooking water. A large intake from food is seldom harmful, but very large doses of some water soluble vitamins taken as supplements, for example vitamin B6, can still cause harm.
Example: a family boils kale for a long time in a lot of water and then pours the water away. Much of the vitamin C and folate has been lost into the water and by the heat, so the vegetable supplies less of them than it did raw.
The group has nine members:
The eight vitamins B1, B2, B3, B5, B6, B7, B9 and B12 are together called the B-complex.
Careful handling protects the vitamins that dissolve in water:
Fat soluble vitamins dissolve in fat and not in water. They are absorbed together with dietary fat: bile from the liver breaks fat into tiny droplets, the vitamins enter these droplets, are absorbed by the cells of the small intestine, and are carried away in the lymph inside particles called chylomicrons before reaching the blood. In the blood they travel attached to carrier proteins.
The body stores them, mainly in the liver and in fatty tissue, vitamin K in smaller amounts. Stores can supply the body for weeks or months, so a short period of low intake does not cause trouble at once. The same stores explain why excess intake builds up instead of being passed out in the urine. Toxicity from food is unusual, but high-dose supplements of vitamins A and D are well known causes of it. A dietitian therefore counsels about supplements and refers the client to the clinician for dosing.
Example: a child eats a carrot cooked with a little oil. The oil helps the plant pigment beta-carotene, which the body turns into vitamin A, to be absorbed. A child fed boiled carrot with no fat at all absorbs less.
The group has four members:
These vitamins are fairly stable to cooking heat and are not lost into cooking water. They can be lost through exposure to air and light, and through repeated frying at very high temperatures. Because absorption depends on fat, a diet with very little fat, or a gut or liver condition that reduces fat absorption, can limit how much of these vitamins the body takes up even when the foods supply them.
Minerals are inorganic elements that the body needs for building tissues, regulating fluids and nerve and muscle activity, and working with enzymes. They are the part of food that remains as ash when the food is burned. The body cannot make them, so they must come from food and drinking water. Minerals are divided into two classes by the amount the body needs each day: macro minerals and micro minerals.
Unlike many vitamins, minerals are not destroyed by cooking heat. They can still be lost when they dissolve into cooking water that is thrown away, or when food processing removes the part of the grain that holds them.
Most minerals are absorbed in the small intestine. In the blood they travel as free charged particles, such as sodium and potassium, or attached to proteins, such as iron on transferrin. Some are stored: calcium and phosphorus in bone and teeth, iron as ferritin in the liver, spleen and bone marrow, and iodine in the thyroid gland. Minerals leave the body through urine, faeces and sweat. Iron is unusual because the body has no regulated way of removing a surplus, so too much iron from supplements can accumulate.
How much of a mineral the body actually takes up, its bioavailability, is often lower than the amount in the food. Several things change it:
Macro minerals are the minerals needed in amounts of more than 100 mg a day. The dividing line is a convention used to group the minerals, not a natural boundary. They make up the larger part of the body's mineral content, and several of them are the main electrically charged particles that control fluid balance.
There are seven macro minerals:
Example: a dietitian explaining the macro minerals at a community health talk can point out that one pinch of table salt supplies two of them, sodium and chloride, while the same plate of food also has to supply calcium, phosphorus, magnesium and potassium from other foods. A diet is judged by the whole pattern of foods, not by one mineral.
Micro minerals, also called trace minerals, are needed in amounts of less than 100 mg a day, and several are needed only in micrograms. Their small quantity does not mean they matter less: the body cannot work without them. For many of them the gap between too little and too much is narrow.
The main micro minerals are:
Example: a dietitian reviewing the diet of a family in a dry highland area sees that all their food is grown locally and that they use plain, non-iodised salt. The classes of micro mineral tell her that iodine intake depends on the soil and the salt, so she checks the salt before looking at anything else.
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Create a free accountThis chapter explored the various classes of micronutrients, focusing on vitamins and minerals as essential components of human nutrition. Vitamins were divided into water soluble and fat soluble types, each with distinct roles and absorption mechanisms. Minerals were classified into macro minerals and micro minerals based on the amounts required by the body. The chapter also examined common food sources rich in these micronutrients, highlighting their availability in diverse diets. The vital functions of micronutrients were discussed, emphasizing their roles in physiological processes and overall health maintenance. Attention was given to the consequences of micronutrient deficiencies, including specific conditions such as anaemia, goitre, beriberi, pellagra, scurvy, and deficiencies in vitamins A and D. Understanding these deficiencies underscored the importance of adequate micronutrient intake for preventing disease and promoting well-being.
Type: Individual
| Tools & Equipment | Materials |
|---|---|
| Pen | Micronutrient flashcards with names and chemical symbols |
| Classification chart of micronutrient classes | |
| Foolscap sheets |
| S/N | Item | Quantity |
|---|---|---|
| 1 | Micronutrient flashcards with names and chemical symbols | 20 Pcs per Candidate |
| 2 | Classification chart of micronutrient classes | 1 Pc per Candidate |
| 3 | Pen | 1 Pc per Candidate |
| 4 | Foolscap sheets | 3 Pcs per Candidate |
| 5 | Lab coat | 1 Pc per Candidate |
| 6 | Closed shoes | 1 Pair per Candidate |
| Items to be Evaluated | Marks Available | Marks Obtained | Comments |
|---|---|---|---|
| TASK 1: Preparation and Safety | |||
| Donned personal protective equipment (lab coat and closed shoes) (Award 1 mark each) | 2 | ||
| Organized all resources and tools on the working table neatly (Award 2 marks if done, 0 if not) | 2 | ||
| Demonstrated understanding of the task by stating the objective clearly (Award 2 marks if done, 0 if not) | 2 | ||
| Sub-Total | 6 | ||
| TASK 2: Identification and Classification of Micronutrients | |||
| Correctly identified all 20 micronutrients from the flashcards (Award 0.5 mark for each correctly identified micronutrient) | 10 | ||
| Accurately classified each micronutrient into vitamins or minerals (Award 0.5 mark for each correctly classified micronutrient) | 10 | ||
| Listed at least one key dietary source for each micronutrient (Award 0.5 mark for each correct source listed) | 10 | ||
| Described one primary physiological function for each micronutrient (Award 0.5 mark for each correct function described) | 10 | ||
| Sub-Total | 40 | ||
| TASK 3: Presentation and Clean-up | |||
| Presented findings clearly and logically to the assessor (Award 1 mark each for clarity, confidence, eye contact, and logical flow) | 4 | ||
| Cleaned up the working area and returned all materials to designated places (Award 3 marks if done properly, 0 if not) | 3 | ||
| Sub-Total | 7 | ||
| PRODUCT CHECKLIST | |||
| Classification chart completed with all 20 micronutrients correctly placed in vitamins or minerals columns (Award 0.75 mark for each correctly placed micronutrient) | 15 | ||
| Foolscap sheets containing listed sources and functions are neat, legible, and accurate (Award 1 mark for each sheet meeting criteria) | 10 | ||
| Sub-Total | 25 | ||
| GRAND TOTAL | 78 | ||
Type: Individual
| Tools & Equipment | Materials |
|---|---|
| Pen | Water soluble vitamins flashcards set |
| Food source pictures/cards | |
| Answer sheet (A4 foolscap) |
| S/N | Item | Quantity |
|---|---|---|
| 1 | Water soluble vitamins flashcards set | 1 set per Candidate |
| 2 | Food source pictures/cards | 1 set per Candidate |
| 3 | Pen | 1 Pc per Candidate |
| 4 | Answer sheet (A4 foolscap) | 2 Pcs per Candidate |
| 5 | Desk/table | 1 per Candidate |
| 6 | Chair | 1 per Candidate |
| Items to be Evaluated | Marks Available | Marks Obtained | Comments |
|---|---|---|---|
| TASK 1: Identification and Matching of Water Soluble Vitamins | |||
| Donned appropriate attire (lab coat, closed shoes) (Award 1 mark each) | 2 | ||
| Assembled all required materials and tools on the desk (Award 2 marks if done, 0 if not) | 2 | ||
| Correctly identified six water soluble vitamins from the flashcards (Award 1 mark for each correctly identified vitamin) | 6 | ||
| Matched each identified vitamin to three correct food sources (Award 1 mark for each correct food source match, total 3 marks per vitamin) | 18 | ||
| Recorded all identifications and matches neatly and legibly on the answer sheet (Award 2 marks if neat and complete, 0 if not) | 2 | ||
| Sub-Total | 30 | ||
| PRODUCT CHECKLIST | |||
| Answer sheet with six water soluble vitamins correctly named (Award 1 mark per correctly named vitamin) | 6 | ||
| Each vitamin matched to three appropriate and accurate food sources (Award 1 mark per correct food source, total 18 marks possible in observation but 12 here to balance total) | 12 | ||
| Presentation of answer sheet is neat, legible and organized (Award 2 marks if neat and organized, 0 if not) | 2 | ||
| Sub-Total | 20 | ||
| GRAND TOTAL | 50 | ||
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