Kathryn Orvis

Comparative analysis and functional annotation of a large expressed sequence tag collection of apple.

A total of 34 apple (Malus × domestica Borkh.) cDNA libraries were constructed from root, leaf, bud, shoot, flower, and fruit tissues, at various developmental stages and/or under biotic or abiotic stress conditions, and of several genotypes. From these libraries, 190,425 clones were partially sequenced from the 5′ end and 42,619 clones were sequenced from the 3′ end, and a total of 182,241 high‐quality expressed sequence tags (ESTs) were obtained. These coalesced into 23,442 tentative contigs and 9843 singletons, for a total of 33,825 apple unigenes. Functional annotation of this unigene set revealed an even distribution of apple sequences among the three main gene ontology categories. Of ∼33,000 apple unigenes, 8437 (25%) had no detectable homologs (E >0.1) in the Arabidopsis genome. When the entire apple unigene set was compared with the entire citrus [Citrus sinensis (L.) Osbeck] unigene set and the poplar (Populus trichocarpa Torr. & Gray) predicted proteome, both members of the core eudicot and rosids clade, 13,521 of apple unigenes matched one or more sequences in citrus, while 25,817 had counterparts in the poplar protein database. Apple–Arabidopsis–citrus–poplar comparisons revealed closer evolutionary relationships between apple and poplar than with the other two species. Genes involved in basic metabolic pathways appear to be largely conserved among apple, citrus, poplar, and Arabidopsis.

A Teaching Model for Biotechnology and Genomics Education.

Although genomics and genetic engineering are transforming the way we do science and the way we live, there is a distinct lack of understanding about the basics of molecular biology in the general population. We presentthe Genomic Analogy Model for Educators (GAME) strategy for making concepts in genomics easily under-standable for both students and the general population by using familiar objects and concepts associated withdaily life. These analogies have been turned into web-based tutorials and accompanying laboratory exercises that are intended to be used by students studying biotechnology, genetic engineering, or genomics at highschool level. These tutorials are expected to help students, as well as adults, understand some of the fundamental aspects of biotechnology and genomics.

Genomics Analogy Model for Educators (GAME): From Jumping Genes to Alternative Splicing.

Studies have shown that there is usually a lack of understanding concerning the fields of genetics and genomics among high school students (Lewis and Wood-Robinson, 2000). A recent article (Kirkpatrick et al, 2002) introduced the GAME (Genomics Analogy Model for Educators) model and two of its components: (1)explaining sequencing technology with Lego, blocks, and (2) using a small town analogy to explain cellular biology. GAME is a computer-based tutorial that uses simple analogies to convey scientific information. STAM (Small Town Analogy Model) is a unique way of explaining many aspects of molecular biology and genomics, such as transcription and translation. In this article, STAM has been expanded to include a more in-depth lookat genomes, by covering the topics of jumping genes, the C-value paradox, and alternative splicing.

Eat Your Way to Better Health: Evaluating a Garden-based Nutrition Program for Youth

Eat Your Way to Better Health (EYWTBH) is a garden-based nutrition education program that was conducted and evaluated for 3 years in Indiana thirdgrade classrooms. Program participants started and maintained their own school gardens as a part of an authentic experiential learning curriculum designed to reconnect youth with where their food comes from and educate about healthy eating habits. Implementation lasted between 8 and 12 weeks and outcomes were evaluated using preand postprogram questionnaires. Results showed that upon completion of the EYWTBH program, youth reported a higher healthy food choice self-efficacy, as well as a higher variety of fruit and vegetable consumption. Relationships among the variables were identified and discussed in the context of improving future school garden nutrition programs.

Teaching Genomics with Computer Simulations

Multiple educational delivery methods can enhance student learning. Computer simulations are one teaching tool that can help students understand complex processes, especially those that happen on too small a scale to be easily observed. Genomics processes, discussed in many classrooms and performed in laboratories, are an example of science that occurs on microscopic scales and are often difficult for students to visualize.