The Crime Lab Project

The Crime Lab Project takes an economical, hands-on, interdisciplinary approach to studying the career of forensics in the middle or high school classroom. The project requires a week of class time, uses common household items, can be applied to students with different levels of ability, and is considered durable. In addition, the project covers topics that address national science standards such as career development, the scientific method, lab procedures, teamwork, and scientific literary skills. Students also learn to distinguish between observations and conclusions.     

Great tits alter incubation behaviour in noisy environments

Journal of Ethology - The effects of anthropogenic noise on the incubation behaviour of birds are poorly studied. The available studies often focus on the effect of one type of noise, but recent...     

Large-scale spatial pattern of bird responses to a potential predator suggests that predator-specific mobbing is a plastic trait

Journal of Ethology - Mobbing is a prey antipredator behaviour aimed to reduce the risk of predation. The behaviour may be innate and/or learned. Evaluating this behaviour on a large spatial scale...     

A Semiotic Interpretation of the Innate Releasing Mechanism Concept and Other Ethological Triadic Relations

This paper tries to link Ethology to Biosemiotics by analysing the similarities between some triadic relationships like biosemiotics’ Object—Representamen—Interpretant and the one established in Ethology between Sign-stimuli— Innate Releasing Mechanism—Modal Action Pattern, or the one potentially established in communication networks comprising Sender—Receiver—Eavesdropper. I argue here that a collaborative relationship is supported by the fact that the observational method used by Ethology is based on the triadic relationship Sender—Receiver—Eavesdropper (Interpreter). This method, by introducing the human observer at the Interpreter/Eavesdropper place, is not only applicable to the direct study of animal communication, but also to the interpretation of all other animal behaviour by assuming that behaviour is a sign/signal system on its own, for us to interpret and decode.     

“活动导学、自主互助”教学模式在中学生物教学中的初探

推进课程改革的关键是实现课堂教学的高效,而高效课堂来自于课堂教学过程中师生双方主观能动性的充分发挥,通过教师课前设计学生学习活动方案(活动单),学生在课堂上开展"自主学习、活动探究"式学习,可以实现教师的主导性和突出学生的主体地位。通过实施"活动导学、自主互助"课堂教学模式,取得了一点认识,希望能为当前普通高中生物课堂教学改革提供一点借鉴。     

Effect of artificial light on activity in frugivorous bats (Pteropodidae)

Journal of Ethology - Artificial lighting at nights (ALAN) affects behaviour in many animals, especially nocturnal species. However, its effect on frugivorous bats remains less explored, especially...     

Animal Life in Caves

This is an interdisciplinary lesson designed for middle school students studying landforms and geological processes. Students create a two-dimensional topographic map from a three-dimensional landform that they create using clay. Students then use other groups’ topographic maps to re-create landforms. Following this, students explore some basic ideas about how landforms take shape and how they can change over time. As students work through three distinct learning-cycle phases of concept exploration, introduction, and application, they use art, language arts, and mathematical skills to strengthen or form new science and social studies concepts.     

成年斑马鱼OKR行为学分析

作为视功能检测和与视觉有关突变体筛选的方法, 眼动(Optokinetic response, OKR)和视动(Optomoter response, OMR)行为学是简单有效的视功能检测手段, 广泛用于幼年斑马鱼研究中, 而成年斑马鱼OKR的分析方法却很少有报道。文章介绍了成年斑马鱼眼动反应诱导方式, 以及使用模板匹配(Pattern match)的方法程序跟踪眼部运动, 实现了成年斑马鱼OKR的定量分析。使用该方法, 检测到斑马鱼双眼视觉区对OKR行为的产生具有一定的贡献作用, 并且成年斑马鱼单眼对运动光栅表现出一定的方向敏感性。同样的方法也可适用于幼年斑马鱼的OKR行为学分析。利用此方法初步检测到了钟基因period1b突变体幼鱼的OKR异常。     

Integrating information literacy training into an inquiry-based introductory biology laboratory

ABSTRACT

Information literacy is an essential skill for biologists; however, most biology curricula do not intentionally integrate information literacy into classroom and laboratory exercises. There is evidence that developing information literacy skills in undergraduates improves their research skills, writing, and GPAs. Our objective was to integrate information literacy skills into a first semester introductory biology laboratory with a multi-week, inquiry-based module that leverages primary literature. Here we describe the module, which challenges students to develop and test a hypothesis related to parental care behaviour in birds. Students form hypotheses based on literature searching done during librarian-led information literacy sessions, produce an annotated bibliography, collect and analyse video data of barn swallows feeding their offspring, and present their findings. Analysis of students’ annotated bibliographies indicates that 83% of the referenced papers were appropriate for developing their specific hypotheses. The key elements ofa successful information literacy training plan include faculty-librarian collaboration, multiple classroom or laboratory sessions that introduce or utilize information literacy, and relevance ofthe information literacy training to an assignment. By introducing information literacy early inbiology curricula, departments can develop tiered information literacy plans that incorporate opportunities for students to use and refine these skills throughout their studies.     

标准化患者模拟结合案例情景对普外科见习教学的运用分析

目的：探究标准化患者模拟结合案例情景对普外科见习教学的运用。方法：选取我科2012年本科见习生120例进行随机分组,模拟组、案例组及联合组各40例,分别采用标准化患者模拟、案例情景及标准化患者模拟结合案例情景进行教学,对比三组见习生的学习效果,分析联合教学的运用方法。结果：联合组学生见习结束后学习兴趣、知识掌握情况及讲师满意度均显著高于其他两组,其课堂气氛活跃情况明显优于案例组（P〈0．05）;三组学生传统试题错题数无明显统计学差异（P〉0．05）,联合组学生病例分析错题数明显低于案例组及模拟组（P〈0．05）;见习结束时,联合组知识掌握程度及病历书写能力均显著优于模拟组及案例组,三组数据对比存在统计学差异（P〈0．05）。结论：标准化患者模拟结合案例情景能够有效弥补传统见习教学的不足,提高学生学习积极性、课堂活跃度及学习效果,使其知识掌握情况和病历书写能力得到大幅提升,是一种效果优秀的教学方式,值得广泛推广。     

Evaluation of in situ enclosures during a study of the importance of starvation to the vulnerability of herring larvae to a piscine predator

Two competing hypotheses about the effect of starvation on the vulnerability of fish larvae to predators were tested in large enclosures (mesocosms). One hypothesis predicts greater vulnerability as starvation weakens larvae. The alternative recognizes that the behaviour of starving larvae may reduce encounters with predators or fail to elicit predatory attacks, thereby decreasing vulnerability. Results of four large-scale experiments, in which progressively starved Atlantic herring Clupea harengus L. larvae were exposed to larger herring as predators, were unable to support either hypothesis because of a large amount of variability. Much of the variability was thought to be due to erratic feeding behaviour of the predators. Additional experimental observations suggest that sunshine and predator satiation can affect these experiments.     

Intestinal eversion in a pelagic shark evokes chase and bite attempts by large-bodied carangid fish

Journal of Ethology - Expelling indigestible objectives through the cloaca is an important cleansing behaviour for several species of higher vertebrates. Although intestinal eversions are short in...     

Walking the Walk to Teach the Talk: Implementing Ancestral Lifestyle Strategies as the Newest Tool in Evolutionary Studies

The learning of evolutionary theory typically takes place in the classroom or laboratory. Students of these traditional approaches often leave with the notion that applications of evolutionary theory have little bearing on their lives. The Evolutionary Studies Consortium (EvoS; ) has been extremely successful in overcoming these barriers and demonstrating the bridges across academic areas that can be created with the principles of evolution as a guide. While this is a fantastic means through which to educate students about the intricacies of evolution, we believe that the full potential of this approach has yet to be realized. Applications beyond strict academic contexts are still waiting to be mined. Here, we outline an approach that proposes the implementation of a nutrition and physical fitness program, alongside classroom pedagogy, as a means of helping students learn about evolution and how it can be used to increase their own quality of life.     

A Classroom Simulation to Teach Economic Input−Output Life Cycle Assessment

Life cycle assessment (LCA) methods and tools are increasingly being taught in university courses. Students are learning the concepts and applications of process-based LCA, input−output-based LCA, and hybrid methods. Here, we describe a classroom simulation to introduce students to an economic input−output life cycle assessment (EIO-LCA) method. The simulation uses a simplified four-industry economy with eight transactions among the industries. Production functions for the transactions and waste generation amounts are provided for each industry. Students represent an industry and receive and issue purchase orders for materials to simulate the actual purchases of materials within the economy. Students then compare the simulation to mathematical representations of the model. Finally, students view an online EIO-LCA tool ( http://www.eiolca.net ) and use the tool to compare different products. The simulation has been used successfully with a wide range of students to facilitate conceptual understanding of one EIO-LCA method.     

Studying how plants defend themselves: a chemical weapon produced by chilli fruit

Students often prefer to study animals rather than plants, because they see plants as passive, less interesting organisms. This paper proposes a simple hands-on laboratory exercise for high-school students (grade 12) to arouse their interest in learning about plants and to demonstrate to them that plants are active organisms capable of defending themselves. In this classroom exercise, students investigate how a plant responds to an invader. As a model for study, the exercise uses three organisms: red chilli fruit, the yeast biological control agent Saccharomyces cerevisiae, and the pathogenic fungus Rhizopus stolonifer. Students gain basic knowledge about how plants defend themselves against pathogens by observing the physical changes of an infected wound site and by investigating the chemical compounds produced by plants in response to pathogen invasion; they are also encouraged to think critically about using biological control as a means to promote environmentally friendly agricultural practices.     

基于BOPPPS的混合式教学模式在生物化学中的应用

随着互联网时代的到来,大规模开放式在线课程(慕课,MOOC)为教育改革提供了新的研究思路和方向。为了提高生物化学的学习效果,本文结合该课程知识点杂而多、理论性强和学生学习兴趣不高的特点,设计了一种基于BOPPPS教学的线上线下混合式教学模式,并在生物化学课程中进行了实践。BOPPPS中的情景案例激发了学生的学习兴趣,逐层递进的课堂练习让学生沉醉其中。研究结果表明,体验过混合式学习的学生与通过传统学习方式学习的学生相比,实验组学生对知识的理解深度明显好于对照组,在学习效果上也存在显著差异(P<0.05),试验组学生的平均成绩(81.13)比对照组学生的平均成绩(76.21)提升5分左右。问卷调查结果显示,与传统教学模式相比,学生更愿意接受新的教学模式,并愿意在未来的学期里支持继续使用新型的教学模式。学生认为,能从新的教学模式学到比传统的授课形式要多的知识,而且新的教学模式还促进了团队合作能力,提高了学生的学习兴趣,学生课前愿意花费较长时间自主预习。该方法激发了学生的学习主动性,促进了学生更好地学习。     

Weak swimming response of a bdelloid rotifer to chemical cues of a native copepod predator

Journal of Ethology - Whether bdelloid rotifers can detect and respond to the chemical cues of predators has not been studied, and research on their behaviour is scarce in general. To test for such...     

Laboratory experiments on factors affecting oviposition site selection in Toxorhynchites amboinensis (Diptera: Culicidae), with a report on the occurrence of egg cannibalism

Laboratory experiments tested the effects of water quality and the presence of conspecific and heterospecific immatures on oviposition by Toxorhynchites amboinensis (Doleschall). The females showed a highly significant preference for oak leaf infusion water over distilled water. When twenty starved third and fourth instar Tx.amboinensis larvae were present in the water, substantially fewer eggs were counted from pots containing these conspecifics, than from controls in which no larvae were present. Numbers of eggs from pots containing starved second instar larvae did not differ significantly from controls. Observations of larval behaviour while oviposition was occurring suggested that egg numbers were reduced in containers because of egg cannibalism with third and fourth instar larvae, and not because the larvae caused a deterrent effect. Subsequent experiments confirming the occurrence of substantial egg cannibalism by third and especially fourth instar larvae are described. As with larvae, the presence of Tx.amboinensis pupae in the water had little effect on oviposition. If placed in the water 24 h prior to test, pupae very slightly enhanced its attractiveness, but if introduced immediately before test there appeared to be a slight deterrent effect. With heterospecific larvae, twenty fourth instar Ae.aegypti larvae introduced into infusion water 24 h before test rendered the water slightly attractive, while water in which Ae.aegypti larvae had been reared for 48 h proved highly repellent.     

Learning biology through research papers: a stimulus for question-asking by high-school students

Question-asking is a basic skill, required for the development of scientific thinking. However, the way in which science lessons are conducted does not usually stimulate question-asking by students. To make students more familiar with the scientific inquiry process, we developed a curriculum in developmental biology based on research papers suitable for high-school students. Since a scientific paper poses a research question, demonstrates the events that led to the answer, and poses new questions, we attempted to examine the effect of studying through research papers on students' ability to pose questions. Students were asked before, during, and after instruction what they found interesting to know about embryonic development. In addition, we monitored students' questions, which were asked orally during the lessons. Questions were scored according to three categories: properties, comparisons, and causal relationships. We found that before learning through research papers, students tend to ask only questions of the properties category. In contrast, students tend to pose questions that reveal a higher level of thinking and uniqueness during or following instruction with research papers. This change was not observed during or following instruction with a textbook. We suggest that learning through research papers may be one way to provide a stimulus for question-asking by high-school students and results in higher thinking levels and uniqueness.