A-Level ‘Questions’ in Biology—The Nature of the Influence

The purpose of keeping animals in schools and the main problems encountered in their maintenance are summarised. Many teachers prefer animals which are kept typically in research laboratories over animals which can be collected from the student's environment. However, small animals of economic importance can combine some of the advantages of both of these groups of animals. Chickens, bees, plant pests and their natural enemies have been tried out in the Agriculture as Environmental Science Curriculum Project and can be used for observation and measurement as well as to stress the aspect of relevance to real life problems. In their maintenance, standard equipment and methods can often be used and help the teacher to solve some of the main problems of keeping animals.

Two curriculum units, on a fruit fly and on honey bees, are described. Reasons for a widespread negative image of rural studies are discussed, and positive, effective outcomes, reported in the evaluation of an environmental science course, are used to substantiate the advantages of keeping animals of economic importance in schools.     

The Time Factor in Understanding the Ecology of Wildlife

This study examined the effectiveness of worksheets while learning about biodiversity in a natural history museum. Despite the frequent use of worksheets by school classes during out-of-school activities, their effectiveness in enhancing knowledge acquisition has been addressed by relatively few empirical studies. 148 Austrian grammar school students aged eleven to fifteen took part in the pre- and post-test questionnaire study which included a one-hour learning phase with worksheets in the museum. Results indicate a high learning effect from pre- to post-test. Further analyses show that worksheets contributed to knowledge gain, but this contribution is similar to that afforded by prior knowledge. The design of the worksheet tasks was also important. A closed task setting required the students to look for clearly defined solutions. This led to greater knowledge gains than open worksheet tasks, where the spectrum of possible answers was wider. We concluded that worksheets can be used effectively for acquiring basic knowledge about biodiversity and suggest how to integrate the findings into the design of worksheets for out-of-school learning.     

Dynamic information and host acceptance by a tephritid fruit fly

Abstract. 1. Female apple maggot (Rhagoletis pomonella Walsh) flies held in field cages usually oviposited in an unparasitized (non-pheromone marked) fruit when it was encountered.
2. Oviposition in a previously parasitized (pheromone marked) fruit depended upon the time since the last oviposition (TSLO) and the percentage of infested fruit encountered during search for oviposition sites.
3. Previous theories of host acceptance suggest that the acceptance or rejection of a host should depend dichotomously on time since last oviposition and the fraction of marked hosts in the last five encounters. The experiments, however, show considerable variability and are thus not consistent with the theory.
4. A new theory for the experiments is introduced. This model involves physiological (egg complement) and informational state variables and leads to intuitive understanding of the experimental results. In particular, the model shows how the plasticity in oviposition site selection may arise from fitness maximizing behaviour. Alternative models are also discussed. All of the models stress the importance of physiological and informational states.     

Host kairomone learning and foraging success in an egg parasitoid: a simulation model

Abstract 1. Trissolcus basalis (Wollaston) (Hymenoptera: Scelionidae) is an egg parasitoid that recognises chemical residues left by its host the green stink bug Nezara viridula (L.) (Heteroptera: Pentatomidae) as kairomone signals, enabling it to find egg masses in which to lay eggs. 2. Kairomones are usually present as patches deposited by N. viridula females, and recent results (Peri et al., Journal of Experimental Biology, 209 , 3629–3635, 2006) indicated that females of T. basalis are able to learn the features of their foraging environment and to adjust accordingly the amount of time spent on the patches of kairomones they are visiting, depending on whether or not host eggs are found. 3. In order to assess the impact of this learning ability, a Monte Carlo, spatially explicit and individual‐based simulation model was built to quantify the foraging efficiency of T. basalis females in environments with different levels of host abundance and distribution. In all cases, the present study compared the foraging efficiency of simulated T. basalis females having the ability to learn with those lacking this ability. 4. Learning females always visited a higher number of kairomone patches and attacked a higher number of hosts than non‐learning females, especially when there was a high density of kairomone patches in the environment. 5. Learning ability globally appears to allow the maintenance of efficient foraging success, especially when there is a low probability for the kairomone patches to contain discoverable hosts. 6. The increase in foraging efficiency for learning females appears to depend on the characteristics of the habitat in which they are foraging. Results thus suggest that significant variation in learning ability is likely to occur in natural wasp populations facing different environments with different host spatial distributions.     

Acute injections of brain‐derived neurotrophic factor in a vocal premotor nucleus reversibly disrupt adult birdsong stability and trigger syllable deletion

Behavioral variability serves an essential role in motor learning by enabling sensory feedback to select those motor patterns that minimize error. Birds use auditory feedback to learn how to sing, and their songs lose variability and become highly stereotyped, or crystallized, at the end of a sensitive period for sensorimotor learning. The molecular cues that regulate song variability are not well understood. In other systems, neurotrophins, and brain‐derived neurotrophic factor (BDNF) in particular, can mediate various forms of neural plasticity, including sensitive period neural circuit plasticity and activity‐dependent synapse formation, and may also influence learning and memory. Here, we have tested the hypothesis that neurotrophin expression in the robust nucleus of the arcopallium (RA), the telencephalic output controlling song, regulates song variability. BDNF and its receptor trkB are expressed in RA, and BDNF expression in RA appears to be highest in juveniles, when song is most variable and plastic, and synapse density highest. Thus, song variability and synaptic connectivity could be enhanced by augmented expression of BDNF in RA. In support of this idea, we found that BDNF injections into the adult RA induced the re‐expression of juvenile‐like phenotypes, including song variability and an increased synaptic density in RA. Furthermore, BDNF treatment also induced vocal plasticity, characterized by syllable deletions and persistent changes to the song patterns. These results suggest that endogenous BDNF could be a molecular regulator of the song variability essential to vocal plasticity and, ultimately, to song learning. © 2004 Wiley Periodicals, Inc. J Neurobiol, 2005     

The pet dogs ability for learning from a human demonstrator in a detour task is independent from the breed and age

There are many indications and much practical knowledge about the different tasks which various breeds of dogs are selected for. Correspondingly these different breeds are known to possess different physical and mental abilities. We hypothesized that commonly kept breeds will show differences in their problem solving ability in a detour task around a V-shaped fence, and also, that breed differences will affect their learning ability from a human demonstrator, who demonstrates a detour around the fence. Subjects were recruited in Hungarian pet dog schools. We compared the results of the 10 most common breeds in our sample when they were tested in the detour task without human demonstration. There was no significant difference between the latencies of detour, however, there was a trend that German Shepherd dogs were the quickest and Giant Schnauzers were the slowest in this test. For testing the social learning ability of dogs we formed three breed groups (“utility”, “shepherd” and “hunting”). There were no significant differences between these, all the breed groups learned equally well from the human demonstrator. However, we found that dogs belonging to the “shepherd” group looked back more frequently to their owner than the dogs in the “hunting” group. Further, we have found that the age of pet dogs did not affect their social learning ability in the detour task. Our results showed that the pet status of a dog has probably a stronger effect on its cognitive performance and human related behaviour than its age or breed. These results emphasize that socialization and common activities with the dog might overcome the possible breed differences, if we give the dogs common problem solving, or social learning tasks.     

Jumping spiders attend to context during learned avoidance of aposematic prey

A large number of studies on both animals and humans have demonstratedthat learning is influenced by context or secondary cues thatare present when an association is formed. Few studies, however,have examined the functional value of attending to context.We first demonstrated that jumping spiders, Phidippus princeps,could be trained to avoid aposematic, distasteful milkweed bugs,Oncopeltus fasciatus. Spiders readily attacked bugs on firstexposure but were significantly less likely to do so after eighttrials, although they subsequently attacked and ate crickets.Spiders exposed to nontoxic milkweed bugs reared on sunflowerseeds did not show the same decline in attack rate. We nextexamined the effects of secondary contextual cues on spiderlearning by training spiders to avoid milkweed bugs in one oftwo environments. When spiders were tested in an environmentdifferent from the one in which they were trained, attack ratesincreased, and spiders no longer demonstrated retention of theassociation. Spiders tested in the same environment in whichthey were trained continued to avoid attacking the bugs. Theseresults have potential consequences for the evolution of bothpredator and prey and point to the importance of studying context-dependentlearning.