Andreja Špernjak

Substrate particle size affects pit building decision and pit size in the antlion larvae Euroleon nostras (Neuroptera: Myrmeleontidae)

Abstract.  The larvae of the antlion Euroleon nostras are pit‐builders, constructing pitfall traps in loose sand. The number of pits and the pit diameter are recorded when larvae are kept in substrates with different particle sizes. The most convenient pit‐building sand fractions are two fractions with fine sand (≤ 0.23 mm; 0.23–0.54 mm). The largest pits are constructed in sand with a particle size of 0.23–0.54 mm. In this sand fraction, larvae of all three instars most readily build pits. No pits are constructed in sand with a particle size greater than 1.54 mm. First‐ and second‐instar larvae avoid building pits in substrates of particle size 1–1.54 mm, but third‐instar larvae construct pits in this sand fraction. It is assumed that the antlion is capable of distinguishing between substrate types and this hypothesis is tested by giving larvae the choice of building a pit in one of four particle‐size fractions. Larvae of all three instars prefer to build pits in the fraction with a particle size of 0.23–0.54 mm. Only third‐instar larvae build pits in all four fractions, but only occasionally in the coarser fraction.

Sand as a medium for transmission of vibratory signals of prey in antlions Euroleon nostras (Neuroptera: Myrmeleontidae)

Abstract European pit‐building antlions (Euroleon nostras/ Geoffroy in Fourcroy/) detect their prey by sensing the vibrations that prey generate during locomotory activity. The behavioural reactions and some of the physical properties of substrate vibrations in sand are measured to observe signal transmission through the substrate. The frequency range of the signals of four arthropod species (Tenebrio molitor, Pyrrhocoris apterus, Formica sp. and Trachelipus rathkei) is 0.1–4.5 kHz and acceleration values are in the range 400 μm s−2 to 1.5 mm s−2. Substrate particle size and the frequency of prey signals both influence the propagation properties of vibratory signals. The damping coefficient at a frequency 300 Hz varies from 0.26 to 2.61 dB cm−1 and is inversely proportional to the size of the sand particle. The damping coefficient is positively correlated with the frequency of the pulses. Vibrations in finer sand are attenuated more strongly than in coarser sand and, consequently, an antlion detects its prey only at a short distance. The reaction distance is defined as the distance of the prey from the centre of the pit when the antlion begins tossing sand as a reaction to the presence of prey. The mean reaction distance is 3.3 cm in the finest sand (particle size ≤ 0.23 mm) and 12.3 cm in coarser sand (particle size 1–1.54 mm). The most convenient sands for prey detection are considered to be medium particle‐sized sands.

Differences in acquired knowledge and attitudes achieved with traditional, computer-supported and virtual laboratory biology laboratory exercises

Abstract This paper reports on the contribution to biological knowledge of three different laboratory technologies and also endeavours to discover which technology students prefer the most. To examine differences in knowledge gained and learners’ preferences for different technologies in biology laboratory work, we prepared three variants (triplets) of three laboratory exercises. Each laboratory variant in a triplet was prepared as a classical laboratory work, a computer-supported laboratory and an interactive virtual simulation. A group of 670 learners at a school for all genders, aged between 11 and 15 (6th to 9th grade) of lower secondary Slovenia schools performed three well-known and easy to perform laboratory exercises that are included in their curriculum (‘Gas Exchange’, ‘Activity of Yeast’ and ‘Heart Rate’) as a traditional, computer-supported laboratory and computer simulation. The data indicated that there were no statistical differences pertaining to students’ knowledge gain between these laboratory technologies with regard to grade, gender or school score. In this study, students preferred a computer-supported laboratory mostly followed by a classic laboratory with a computer simulation in last place, regardless of students’ grade, gender or academic scores.