Deborah A. Donovan

Increasing the Use of Student-Centered Pedagogies from Moderate to High Improves Student Learning and Attitudes about Biology.

Students in an extensively student-centered biology class using multiple active-learning pedagogies and consistent formative assessment had greater content gains and more sophisticated views about learning biology compared with students in a moderately student-centered section using fewer active-learning pedagogies and less formative assessment.

Should I stay or should I go: predator- and conspecific-induced hatching in a marine snail

Predator-induced hatching plasticity has been demonstrated in many species of amphibians. However, animals from other clades (e.g., marine species of molluscs and annelids) also place their embryos in capsules or gelatinous masses and might also exhibit hatching plasticity to predators. To date there is no evidence of predator-induced hatching plasticity from any marine species or a major clade of bilateria animals, the Lophotrochozoa. We studied predator-induced hatching plasticity of Nucella lamellosa, a carnivorous marine snail that deposits embryos in capsules. We used two experiments to investigate the effects of two types of predator, crabs and isopods, on developing embryos. In the first experiment, we quantified proportion of hatched embryos from capsules through time exposed to water-borne chemicals of crabs and isopods. Crabs delayed time-to-hatching, and the effects of predators were additive. In the second experiment, we quantified proportion of hatched embryos from capsules through time, developmental stage, and size of embryos in capsules exposed to water-borne chemicals of crabs and conspecifics. With this experiment, we wanted to answer: (1) whether a delay in hatching corresponded to embryos developing slower, and (2) whether the general products of metabolic waste from organisms can delay hatching. We unexpectedly observed that adult conspecific snails accelerated hatching but not developmental rate—the few past studies on the effects of conspecifics have all demonstrated that conspecifics delay time-to-hatching and rate of development. The results were also inconsistent with metabolic waste in general causing a delay in hatching, although the effect of conspecifics does weaken this inference. This study demonstrates that predators delay time-to-hatching in a marine mollusc, and suggests that predator-induced hatching plasticity is widespread among animals and likely evolved multiple times within the bilateria. In addition, conspecifics accelerated time-to-hatching in a marine mollusc, which suggests that conspecifics, like predators, might commonly influence when embryos hatch.

Effects of sponge encrustation on the swimming behaviour, energetics and morphometry of the scallop Chlamys hastata

The effect of sponge encrustation on swimming ability of Chlamys hastata was determined by investigating swimming behaviour, scallop morphometry, and energy expended during swimming with and without commensal epibionts. Scallops swam significantly longer after sponge encrustation was removed from their shells, but no significant differences were detected in swimming elevation or distance. Scallops with sponge encrustation showed no adductor muscle hypertrophy or changes in shell morphometry compared to scallops without encrustation. However, C. hastata did exhibit scaling relationships associated with maximizing swimming efficiency. Specifically, shell width and adductor muscle mass were positively allometric with shell height, while shell mass was negatively allometric with shell height. Scallops increased their energy expenditure (both aerobic and anaerobic) during valve-clapping, but no significant difference was detected between unencrusted (43·0 μmol adenosine triphosphate [ATP] consumed during a two min escape swim) and sponge-encrusted (40·0 μmol ATP) scallops. Scallops in both treatments derived 86% of the energy used for swimming from anaerobic sources. The lack of substantial differences between scallops with and without commensal sponges is partially explained by the observation that even heavy sponge encrustation increases the immersed weight of the scallop by only 5%. The presence of a sponge encrustation does not appear to inhibit swimming by this scallop species.

Advantages and Challenges of Using Physics Curricula as a Model for Reforming an Undergraduate Biology Course

This paper describes the collaborative development process and necessary modifications required to apply a physics pedagogical model in a life sciences context. It shows that modifications of the physics curriculum to address the biological framework promote strong gains in student understanding of these topics, as evidenced by analysis of student work.

Swimming behavior and morphometry of the file shell Limaria fragilis

Swimming has evolved in only a few orders of Bivalves. In this study, the behavior, morphometry, and mechanics of swimming in the file shell Limaria fragilis were characterized and compared to the better understood scallops. Absolute swimming speed (cm sec−1) increased with increasing shell height, although relative swimming speed (body lengths sec−1) did not covary with shell height. The increase in absolute swimming speed was due to an increase in the distance covered during each valve clap as clap distance (cm clap−1) also increased with shell height while clapping frequency (claps sec−1) did not covary with animal size. Limaria fragilis displayed a variety of morphological changes related to size. Shell length was negatively allometric with shell height indicating the shell became proportionately slimmer in larger animals. Dry shell mass was negatively allometric with shell height, while both dry adductor muscle mass and dry mantle + tentacle mass were positively allometric. Autotomy of mantle tentacles significantly decreased clap distance by 13% without affecting clapping frequency or swimming speed.

Effects of sponge and barnacle encrustation on survival of the scallop Chlamys hastata

The scallop Chlamys hastata frequently carries epibionts such as sponges and barnacles on its shells. Although the scallop-sponge relationship has been characterized as a mutualism, little is known about the scallop-barnacle relationship. This study investigated the effects of sponge and barnacle encrustation on the ability of C. hastata to avoid predation by the sea star Pycnopodia helianthoides. In feeding trials, P. helianthoides caught and consumed significantly more barnacle-encrusted scallops (7.7 ± 0.8 out of 20 scallops) than scallops encrusted by either of the sponges Myxilla incrustans (4.1 ± 0.9) or Mycale adhaerens (3.0 ± 0.5). Epibiont-free scallops (5.7 ± 0.5) formed an intermediate treatment between barnacle-encrusted and sponge-encrusted scallops. Possible mechanisms by which the sponges protected the scallops were investigated in two ways: two feeding trials were videotaped to allow qualitative analysis of sea star and scallop behavior and sea star feeding responses to scallop and sponge homogenates were determined to investigate if sea stars accept scallops and sponges as prey. Sea stars displayed positive feeding responses to scallop puree 97.5% ± 1.6 of the time while only displaying positive responses to Mycale adhaerens homogenate 4.4% ± 2.0 of the time and to Myxilla incrustans homogenate 4.4% ± 2.9 of the time. The videotaped feeding trials indicated that interference with tube feet adhesion by the sponge deterred predation. Observations of both sea stars that were videotaped showed that neither avoided trying to capture sponge-encrusted scallops, and at no time was a captured scallop willingly released by the sea stars. Thus, it appears that sponges provide tactile-mechanical protection and possibly chemical or tactile camouflage in this predator/prey relationship. Finally, the effects of sponge encrustation on barnacle settlement were determined. Field experiments showed that barnacle larvae settled more frequently on epibiont-free scallops than on those with either of the two sponges, potentially protecting the scallops from an epibiont that increases the scallop’s susceptibility to predation.

Participation in a Multi-institutional Curriculum Development Project Changed Science Faculty Knowledge and Beliefs About Teaching Science

Despite significant pressure to reform science teaching and learning in K12 schools, and a concurrent call to reform undergraduate courses, higher education science content courses have remained relatively static. Higher education science faculty have few opportunities to explore research on how people learn, examine state or national science teaching standards for K12 schools, or learn and practice research-based instructional strategies. The contrast between what is expected of future and practicing teachers in their K12 classrooms and what they experience in content and instruction in typical college or university science courses can be striking. This paper describes a multi-institutional collaboration among content-area science faculty and K12 teachers to develop undergraduate content courses for future elementary teachers in life and Earth science. Using data from the project evaluation, we report evidence of change in faculty knowledge and beliefs about science teaching and learning, and how that this translated into pedagogical practice in their courses.