Normal vision can compensate for the loss of the circadian clock

Circadian clocks are thought to be essential for timing the daily activity of animals, and consequently increase fitness. This view was recently challenged for clock-less fruit flies and mice that exhibited astonishingly normal activity rhythms under outdoor conditions. Compensatory mechanisms appear to enable even clock mutants to live a normal life in nature. Here, we show that gradual daily increases/decreases of light in the laboratory suffice to provoke normally timed sharp morning (M) and evening (E) activity peaks in clock-less flies. We also show that the compound eyes, but not Cryptochrome (CRY), mediate the precise timing of M and E peaks under natural-like conditions, as CRY-less flies do and eyeless flies do not show these sharp peaks independently of a functional clock. Nevertheless, the circadian clock appears critical for anticipating dusk, as well as for inhibiting sharp activity peaks during midnight. Clock-less flies only increase E activity after dusk and not before the beginning of dusk, and respond strongly to twilight exposure in the middle of the night. Furthermore, the circadian clock responds to natural-like light cycles, by slightly broadening Timeless (TIM) abundance in the clock neurons, and this effect is mediated by CRY.     

Tackling the difficulties in learning evolution: effects of adaptive self-explanation prompts

Teaching and learning evolution is challenging. Biology education research shows that the underlying evolutionary concepts are poorly understood among students. This prevents a meaningful understanding of the central biological concepts. The instructional format of self-explanation prompts seems to be promising to respond to these difficulties. However, previous research has shown that the interaction between prior knowledge and prompts is an important factor in enhancing effective self-explanations. Nevertheless, there are hardly any studies which focus on the majority of learners in the classrooms, ie students with average prior knowledge. The aim of this study was to analyse the requirements of adaptive self-explanation prompts specifically for these learners. This should enable students at all knowledge levels to be effectively fostered in self-explaining, while they are learning evolution. We investigated the effects of three kinds of prompts for fostering self-explanations: learners with average prior knowledge were prompted with low or/and high-knowledge prompts. Our analysis of 22 verbal protocols by middle-school German students shows that the prompts evoked the intended self-explanations. The most positive impact with regard to self-explanation quality was created by the prompting condition which combines low-knowledge and high-knowledge self-explanation characteristics.     

The neural basis of Drosophila’s circadian clock

Sleep and Biological Rhythms - The fruit fly Drosophila melanogaster has been a generous creature to circadian rhythm researchers over several decades. Behavioral, genetic and molecular studies of...