How-to-do-it Tasty Traits: Introduce Genetics with a Sensory Assessment of

Julie Goldman

Ab s t r a c t I’ve included the italicized text so that you can see examples of A simple sensory assessment of apples provides an enjoyable and stimulating what I’ve done with my classes. introduction to topics in genetics and the related areas of agriculture, selective • If you need help finding information on apples, refer to the breeding, and plant science. Resources and References sections.

Key Words: Agriculture; ; genetics; horticulture; plant science; JJ Sensory Assessment selective breeding; sensory; trait. • A day or two prior to the sensory assessment:

¡¡ The mere mention of food gets the attention of most students, so you Inform students that they’ll be examining several varieties of can imagine the impact of eating as part of a classroom activity. I use a apple using their senses of sight, touch, smell, and taste (and simple sensory assessment of apples to introduce a genetics unit and maybe hearing, if the apples are crisp!). remind students of the connections between genetics and agriculture. ¡¡ Ask students to help generate a list of apple traits, one list I’ve designed this activity for introductory high school biology stu- for traits of the apple fruit (color, flavor, etc.) and another dents, most of whom are 10th-graders, but I present strategies for more list for traits of the apple tree (tree size, disease resistance, advanced students in the section entitled “Worksheet Completion.” yield, etc.). Remind students that consumers focus on the fruit but apple producers must consider addi- JJ Apple Preparation tional traits. Eventually, students need to focus I use a simple sensory on fruit traits and select four or five that can • Ask your supervisor if you can serve food be readily assessed during this activity. in the classroom, or find an alternative assessment of apples to ¡¡ Ask students to inform you privately of setting like the cafeteria or a consumer introduce a genetics unit any problems they anticipate; a few stu- sciences classroom. dents may dislike apples or have dietary • Visit a grocery store and decide on several and remind students of restrictions. apple varieties that vary in color, flavor, the connections between ¡¡ Reassure students that the sensory anal- size, etc. I usually select four varieties. You’ll ysis will be conducted in a safe and clean find more locally and regionally produced genetics and agriculture. environment. apples in the autumn than in the spring. • The day of the sensory assessment: • Purchase enough apples so each student ¡¡ can taste one slice of each variety. You can get 12–16 slices per Explain that the activity is a very simple assessment, based apple. Refrigerate the apples. largely on personal preferences. More sophisticated assess- ments, which produce much more useful data, rely on • Practice preparing apple slices. Cut apples into quarters with a trained individuals to act as sensory “instruments.” If stu- paring knife, remove the seeds, and cut each quarter into three dents express interest in sensory testing, arrange for a visit, or four slices. perhaps at a later date, from a food or sensory scientist. ¡¡ Hand each student a copy of the two-sided worksheet, and JJ Worksheet Preparation direct attention to side A (Table 1).

• Prepare a two-sided worksheet similar to the one presented as ¡¡ Instruct students to write the traits selected during the previous Tables 1 and 2. The areas where you see italicized text should class session in the Trait column. The italicized traits visible in remain blank until you or your students fill in the information. Table 1 were the traits selected by a recent class of mine.

The American Biology Teacher, Vol. 74, No. 1, pages 42–44. ISSN 0002-7685, electronic ISSN 1938-4211. ©2012 by National Association of Biology Teachers. All rights reserved. Request permission to photocopy or reproduce article content at the University of California Press’s Rights and Permissions Web site at www.ucpressjournals.com/reprintinfo.asp. DOI: 10.1525/abt.2012.74.1.9

42 The american biology teacher volume 74, No. 1, January 2012 Table 1. Worksheet side A – Apple Sensory Assessment. ¡¡ Demonstrate how to complete Worksheet side A – Apple Sensory Assessment. Use an apple Score by personal preference; range: 1–10, with 1 for “dislike intensely” and 10 called “Variety X” that is not one of your test for “like intensely” varieties. As you eat a slice of “Variety X,” Apple Apple Apple Apple explain exactly what you’re thinking and what Trait Variety A: Variety B: Variety C: Variety D: you’re writing down. For the worksheet sec- #1 Appearance tion “Comments on the Traits,” encourage the use of descriptive terms such as “tart,” “sweet,” #2 Aroma “juicy,” and “yellow with red stripes.” The sec- #3 Flavor tion entitled “Other Noticeable Traits” can include comments on size, shape, and so on. #4 Texture/ Mouthfeel ¡¡ Clearly state expectations for cleanliness and behavior. Students should remain Comments on 1. 1. 1. 1. quiet throughout the sensory assessment, the Traits 2. 2. 2. 2. expressing their preferences and comments Other Noticeable in writing ONLY. Traits? ¡¡ If one of the selected traits is related to appear- TOTAL SCORE ance, direct students to a lab area where they (40 possible) can examine whole apples and enter their scores for that trait.

Table 2. Worksheet side B – Apple Information. Part I: NOTES on our Apple Varieties Variety/Cultivar (“cultivated variety”) Origin Method/Event Common Uses Fun Facts ‘’ 1890s Chance seedling Good all-purpose Doesn’t store well and West Virginia apple (fresh eating, and bruises easily cooking) ‘’ 1860s Chance seedling Fresh eating, sauces Discovered in the ­garden Australia of Granny (Maria) Smith ‘’ 1960s Breeding (a cross between Excellent for pies and New York is one of the Geneva, ­‘’ and ‘Golden Delicious’) fresh eating leading apple-producing New York states ‘Rome’ and ‘Rome’: ‘Rome’: chance seedling Outstanding for baking ‘Rome’ originated near ‘Red Rome’ ­mid-1800s, ‘Red Rome’: a sport (accidental and drying Rome Township in Ohio Ohio mutation) of a bud or branch on a ‘Rome’ apple tree Part II: NOTES on Apple Breeding and Genetics 1. An apple is a “fruit.” What does that mean? 2. Describe how apple trees reproduce “naturally,” using pictures or sketches to illustrate the process. 3. Why are many apples produced in the states of Washington and New York, but few in Texas and Florida? 4. Define “selective breeding.” Give some examples of “selectively bred” plants and animals. 5. If more apple trees of a particular variety are needed, they are usually propagated “asexually.” What does this mean, and what are the most common methods of asexual propagation for apples? WHY are apple trees usually propagated asexually? 6. Roughly how many varieties of apple are there? How many varieties of apple do you see when you go into a grocery store? 7. Define “simply inherited.” Of the traits we assessed, which are “simply inherited”? 8. Define “quantitatively inherited.” Of the traits we assessed, which are “quantitatively inherited”? 9. How much time does it take to develop a new variety of apple using “traditional breeding” methods? 10. Why is there an ongoing need for new varieties of apple? 11. How many chromosomes are found in an apple cell? A human cell (a somatic cell, NOT a gamete)? 12. What is a “gene”? Roughly how many genes does an apple have? A human? 13. What is meant by the “genome” of the apple? When was the sequencing of the apple genome completed? When was the sequencing of the human genome completed? 14. How are “genetic markers” useful in apple breeding? 15. What additional roles will “genetic engineering” play in future apple-breeding efforts?

The american biology teacher Introductory Genetics 43 ¡¡ Wash your hands, put on disposable gloves, and prepare • Assign advanced students some or all of the questions, and con- slices of pre-washed Variety A. sider asking them to generate additional questions. As a special

¡ project now or later in the unit, ask your advanced students to ¡ Direct students to wash their hands, pick up a napkin and The American Biology Teacher five or six toothpicks, and return to assigned seats. choose a species other than the apple and find the answers to the same (or similar) questions. ¡ ¡ Announce that Variety A is ready. Direct a previously desig- NEW Guidelines for Authors & Photographers Rev. 1/12 nated student volunteer to distribute the apple slices. Each student spears one slice with a toothpick, then eats the slice JJ Discussion and completes scoring and comments. High school teachers often hear “Are we getting graded on this?” and We encourage all biology educators to a title, rationale, objectives, materi- • The Editor will submit accepted ¡¡ Continue to prepare apple slices and announce each variety “How many points is this worth?” as students calculate how much write for The American Biology Teacher. The als, appropriate safety precautions, manuscripts to the Managing Editor just prior to distribution. effort to expend on an unappealing classroom activity. I’ve yet to hear peer-reviewed journal includes articles for engagement strategies, student and for copy editing that may involve teachers at every level. The five general cat- teacher procedures, and assessment. making changes in style and content. ¡¡ those questions during our sensory assessment of apples. Students Instruct students to tabulate TOTAL SCORES for each variety. egories of articles are: However, the author is ultimately From this point on, there are many options for further data are stimulated and intrigued as they engage in a “real-life” introduc- • Quick Fix (up to 600 words) tion to genetics and related topics. • Feature Article (up to 4000 words) responsible for scientific and techni- analysis. Here are two approaches that I’ve used: A simple and quick biology activity, cal accuracy. Page proofs will be sent a. Summaries of research on teaching update of a laboratory or field proce- 1. Students write their TOTAL SCORES for each variety on the to authors for a final review before alternatives, including evaluation dure, special technique, motivational classroom whiteboard. One or two designated students calcu- JJ publication at which time, only minor Resources of new methods, cooperative learn- or teaching strategy to learn a specific late the mean score for each variety and record the results. If changes can be made. American Pomological Society ing, concept maps, learning con- concept. there are multiple sections, erase the board after each section http://americanpomological.org tracts, investigative experiences, • Please have biographical information meets. The next time the class meets, post the mean scores Provides lists of varieties/cultivars educational technology, simula- (e.g., full name, title, school/organiza- for each variety, by section, so that students can see responses Submission Guidelines tions and games, and biology stan- tion) and contact information (e.g., from all the sections. Brown, S.K. (1995). Genetic improvement of apple: The roles of plant dards Submit all manuscripts electronically as postal address, phone, fax, e-mail) 2. After TOTAL SCORES are posted on the whiteboard, each breeding and biotechnology. New York Fruit Quarterly, Spring. a single document attached to an e-mail. on the first title page so we can send b. Social and ethical implications of student calculates the median, mean, and standard deviation We encourage manuscripts to be writ- page proofs, a copyright release form, Cooperative Extension Service biology and how to teach them, for each variety. This can be an individual or group activity, ten in MS Word.doc files in Times New and reprint information before an Try an online search, including your state’s name. sex education, aging and death, Roman and 12 pt font. On the first page, article is published. but at some point correct answers should be provided. Now genetic engineering, energy, pol- might be a good time to review when and why statistics are Genome Database for Rosaceae (the family that includes apples) include the manuscript title and complete lution, agriculture, population, author data including e-mail, institution, useful in the sciences. http://www.rosaceae.org health care, nutrition, sexuality, position, mailing address, and phone. Writing and Style Guidelines ¡¡ Conclude the sensory assessment by asking students if they Funded by U.S. Department of Agriculture gender, and drugs On the second and subsequent pages, Use the Chicago Manual of Style, 14th can provide the correct name for each apple variety. If not, c. Reviews of recent scientific advanc- include only the title, 100-word abstract, Institute of Food Technologists Edition in regards to questions of punc- provide the correct name and explain that they’ll be learning five or six key words, and body of the http://www.ift.org es in biology or fields that influ- tuation, abbreviation, and style. List all more details about each apple variety as they complete manuscript. We will remove the first page Links to information on sensory science ence biology references in alphabetical order on a side B of the worksheet. before sending the remainder for review. d. Imaginative views of the future separate page at the end of your manu- Scirus You can use 1.5 line spacing through- and suggestions for coping with script. References must be complete and http://www.scirus.com out the manuscript. Please include all changes in ABT style. For example, look at a past JJ Worksheet Completion tables, figures, drawings, figure legends, This is a useful search engine for science research issue. Use first person and a friendly tone • Research on Learning (up to 4000 images, and other graphics in the docu- • Worksheet side B – Apple Information (Table 2) begins with whenever appropriate. Use concise words U.S. Apple Association words) ment where they are intended to appear to emphasize your point rather than gim- “Part I: NOTES on our Apple Varieties.” I’ve provided, in itali- http://usapple.org/ in print. Send all manuscripts to Bill Reports of original classroom research micks such as capitalization, underlining, cized text, four varieties we’ve used and the pertinent informa- Leonard, ABT Editor, at leonard@clem- Velasco, R. et al. (2010). The genome of the domesticated apple. on innovative teaching strategies, italics, or boldface. Use the SI (metric) sys- tion for each (Walheim & Stebbins, 1981; Brooklyn Botanic son.edu. Nature Genetics, 42, 833–839. Available online at http://www. learning methods, or curriculum tem for all weights and measures. Garden, 2005; U.S. Apple Association, 2011). If I provide this comparisons. Such studies should be information for the students instead of having them find it in nature.com/ng/journal/v42/n10/full/ng.654.html. based on a research question, along Editorial Procedures Note: If all authors are not members of books or from online sources, I usually deliver the information with a hypothesis, discussion of an NABT, there will be page charges via lecture or PowerPoint. appropriate design, and procedures, • We direct communications only to of $100 per journal page to be paid • In “Part II: NOTES on Apple Breeding and Genetics,” you’ll data, and analysis and inferences the first author of multiple-authored before publication. provide space for students to write notes and make sketches. References accompanied by limitations of the articles. The ABT frequently has issues that focus I’ve filled this space with questions I use to guide my pre- study and recommendations for Brooklyn Botanic Garden. (2005). The Best Apples to Buy and Grow. Brook- improved learning. • At least three individuals who have on a specific area of biology education. sentation or my students’ research. For introductory biology lyn, NY: Brooklyn Botanic Garden. expertise in the respective content Future focus issues are published in most students, I typically provide information to cover the first 10 U.S. Apple Association. (2011). All About Apples, and Apple Varieties and • Inquiry and Investigation (up to 3000 area will review each article. This is a issues. We encourage potential authors questions. I use the remaining questions as “teasers” to generate Apple Products. Available online at http://usapple.org/. words) blind review process in which review- to consider writing their manuscripts to interest in upcoming topics, and when we reach those topics Walheim, L. & Stebbins, R.L. (1981). Western Fruit, Berries and Nuts. Tucson, Novel and engaging laboratory or ers do not know the names of the align with future focus topics. Thank you we refer back to the apple activity and the original questions. AZ: HPBooks. field activities that address national author(s). Authors should remove any for your interest in The American Biology You’ll find answers to many of the questions in the Resources biology education standards, com- identifying data from all but the first Teacher. We look forward to seeing your and References at the end of this article, and you can also per- plete with concept explanation, page of the submission. manuscripts soon. form targeted online searches or browse through library books materials needed, student instruc- • Although we attempt to make deci- tions, student assessment, and teacher on the topics of plant propagation, plant breeding, and fruit sions on articles as soon as possible William Leonard, Editor, implementation suggestions. science. Many library catalogs are available online, and inter­ JULIE GOLDMAN teaches science in Des Moines, IA. She has an M.S. after receipt, this can take six to eight [email protected] library loans can be processed for a minimal fee. in horticulture and a Ph.D. in food science. E-mail: [email protected]. • How-To-Do-It (up to 2000 words) months. We will acknowledge receipt Mark Penrose, Managing Editor, Suggestions for implementation of of all manuscripts and will notify [email protected] laboratory, field, or other inquiry- authors of editorial decisions as soon based classroom activities, including as they are available.

44 The american biology teacher volume 74, No. 1, January 2012