Martha R. Weiss

Active Learning and Student-centered Pedagogy Improve Student Attitudes and Performance in Introductory Biology

We describe the development and implementation of an instructional design that focused on bringing multiple forms of active learning and student-centered pedagogies to a one-semester, undergraduate introductory biology course for both majors and nonmajors. Our course redesign consisted of three major elements: 1) reordering the presentation of the course content in an attempt to teach specific content within the context of broad conceptual themes, 2) incorporating active and problem-based learning into every lecture, and 3) adopting strategies to create a more student-centered learning environment. Assessment of our instructional design consisted of a student survey and comparison of final exam performance across 3 years-1 year before our course redesign was implemented (2006) and during two successive years of implementation (2007 and 2008). The course restructuring led to significant improvement of self-reported student engagement and satisfaction and increased academic performance. We discuss the successes and ongoing challenges of our course restructuring and consider issues relevant to institutional change.

Colour learning in two behavioural contexts: how much can a butterfly keep in mind?

Here we examine the ability of butterflies to learn colour cues in two different behavioural contexts, nectar foraging and oviposition, more or less simultaneously. We first trained female Battus philenor (Papilionidae) butterflies to associate a given colour with the presence of host plant leaf extract and assayed their colour preference; we then trained a subset of these butterflies to associate a second colour with the presence of sucrose solution and assayed colour preference once more. When offered an array of four unscented and unrewarding coloured models, ‘single-trained’ butterflies consistently alighted most frequently on their oviposition training colour. Green-trained butterflies landed on nontrained colours only about 4% of the time, while butterflies trained to red, yellow or blue made about 23% of their landings on nontrained colours; of those nontrained landings, most were on green. The majority of ‘dual-trained’ butterflies made the greatest number of visits to both training colours in the appropriate behavioural context; that is, they probed the models of their sucrose-associated colour and alighted on the models of their oviposition-associated colour. Landings or probes on nontrained colours in one context were consistently biased towards what was learned in the alternative context, suggesting an information–processing constraint in the butterflies. This paper provides a clear demonstration that butterflies can learn in two behavioural contexts within a short span of time. A capacity for such dual conditioning presumably permits female butterflies to forage effectively for egg-laying sites and nectar resources even when those activities are intermingled in time.  2003 Published by Elsevier Science Ltd on behalf of The Association for the Study of Animal Behaviour.

Retention of Memory through Metamorphosis: Can a Moth Remember What It Learned As a Caterpillar?

Insects that undergo complete metamorphosis experience enormous changes in both morphology and lifestyle. The current study examines whether larval experience can persist through pupation into adulthood in Lepidoptera, and assesses two possible mechanisms that could underlie such behavior: exposure of emerging adults to chemicals from the larval environment, or associative learning transferred to adulthood via maintenance of intact synaptic connections. Fifth instar Manduca sexta caterpillars received an electrical shock associatively paired with a specific odor in order to create a conditioned odor aversion, and were assayed for learning in a Y choice apparatus as larvae and again as adult moths. We show that larvae learned to avoid the training odor, and that this aversion was still present in the adults. The adult aversion did not result from carryover of chemicals from the larval environment, as neither applying odorants to naïve pupae nor washing the pupae of trained caterpillars resulted in a change in behavior. In addition, we report that larvae trained at third instar still showed odor aversion after two molts, as fifth instars, but did not avoid the odor as adults, consistent with the idea that post-metamorphic recall involves regions of the brain that are not produced until later in larval development. The present study, the first to demonstrate conclusively that associative memory survives metamorphosis in Lepidoptera, provokes intriguing new questions about the organization and persistence of the central nervous system during metamorphosis. Our results have both ecological and evolutionary implications, as retention of memory through metamorphosis could influence host choice by polyphagous insects, shape habitat selection, and lead to eventual sympatric speciation.

FLORAL COLOR CHANGE AND INSECT POLLINATION: A DYNAMIC RELATIONSHIP

ABSTRACT Flowers in a wide range of angiosperm taxa (at least 456 species in 253 genera and 78 families) undergo dramatic ontogenetic color changes that serve as signals to their insect pollinators. The changes affect a diversity of floral parts, involve all three major classes of floral pigments, and produce a broad spectrum of initial and final colors. A diverse array of insect pollinators (in at least 21 families in four orders) recognize and respond to floral color phases, visiting pre-change flowers preferentially, relative to their contribution to the total floral display. A variety of hypotheses have been proposed to explain the functional significance of floral retention and color change. Experimental results demonstrate that in some cases retention of older flowers on the plant results in increased visitation by pollinators from a distance, while at close range, color change directs visitors towards the rewarding and sexually viable younger flowers. The interaction does not require a long coevolu...

Do leaf shelters always protect caterpillars from invertebrate predators

Abstract 1. All larval instars of Epargyreus clarus, the silver‐spotted skipper, construct and inhabit leaf shelters that are presumed to protect them from predator attack.

Predatory wasps learn to overcome the shelter defences of their larval prey

Abstract Larvae of Epargyreus clarus (Hesperiidae), the silver-spotted skipper, inhabit leaf-and-silk shelters that they construct on their leguminous host plants. In the field, Polistes spp. (Vespidae) wasps land on the shelters, quickly extracting and killing the larvae within. In marked contrast, wasps that emerge from field-collected colonies maintained in the laboratory visit and examine leaflets bearing sheltered caterpillars, but only rarely do they extract and kill the sheltered larvae. To examine whether learning is involved in the development of the ability of Polistes wasps to forage successfully on sheltered E. clarus larvae, we tested the responses of P. fuscatus and P. dominulus wasps to sheltered E. clarus larvae before and after their exposure to unsheltered larvae that were visible either on an opened host-leaf shelter ( P. fuscatus and P. dominulus ) or on a nonhost leaf in the absence of a shelter ( P. fuscatus ). After killing and processing an unsheltered larva that was visible on an opened leaf shelter, a majority of foragers subsequently extracted and killed larvae from closed shelters. Wasps that killed and processed an unsheltered larva on a nonhost leaf, on the other hand, generally did not later open shelters. Thus, it seems that experience with an exposed larva in the context of its shelter is necessary for a wasp to be able to prey on sheltered larvae. We conclude that the wasps must learn to associate the taste of the larva with shelter-related cues, such as presence of leaf damage and silk. In nature, this initial exposure may occur when the larva is visible in or near its shelter, perhaps when feeding or constructing a new shelter. Learning opportunities will thus depend on larval density. Our results show that invertebrate predators can learn to overcome their preys defences, and are therefore able to make use of previously inaccessible prey.

Floral color change in Viola cornuta L. (Violaceae): a model system to study regulation of anthocyanin production

Abstract Open flowers of Viola cornuta (Violaceae) cv. Yesterday, Today and Tomorrow (YTT) undergo a striking color change from white to purple over 5–8 days. In this paper we describe the physiological and biochemical bases of the color change, and examine possible environmental signals that influence anthocyanin expression. High performance liquid chromatography (HPLC) analysis was used to identify malvidin as the major anthocyanidin and myricetin as the major copigment in YTT. The amount of malvidin increases as color appears, while the myricetin concentration remains constant. A slight decrease in petal pH values as the flowers age is not sufficient to cause a color change. Comparison of emasculated and intact flowers shows that the presence of pollen on the stigma is necessary to produce the color change. YTT flowers exposed to light change color while those maintained in darkness do not. Applying an ethylene inhibitor, silver thiosulphate, does not prevent color change. The increase in malvidin over time suggests that anthocyanin synthesis is upregulated by proximate triggers such as pollination and light. YTT presents an excellent model system for the study of anthocyanin regulation because it is a floriferous annual, the appearance of color is easily triggered, and only one anthocyanin is involved.

Uniformity of Leaf Shelter Construction by Larvae of Epargyreus clarus (Hesperiidae), the Silver-Spotted Skipper

Larvae of the silver-spotted skipper, Epargyreus clarus (Hesperiidae), construct shelters from leaves of their leguminous host plants, making four distinct shelter types that change predictably over larval ontogeny. Shelters built by first-instar larvae are located on the apical half of the leaflet and are almost invariant in size, shape, and orientation, suggesting a stereotypical process of shelter location and construction. We have determined that the regularity of these shelters results from a prescribed pattern of larval movements and behaviors, in which larvae use their body length as a “ruler” and employ silk not only as a building material but also as a template to guide the location of cuts in the leaf. Though lepidopteran larvae lack the sensitive antennae, long jointed appendages, and other measurement devices used by structure-building bees, wasps, and caddis flies, they can nonetheless use simple tools and behavioral patterns to produce characteristic and regular shelters.

Double Deception: Ant-Mimicking Spiders Elude Both Visually- and Chemically-Oriented Predators

Biological mimicry is often multimodal, in that a mimic reinforces its resemblance to another organism via different kinds of signals that can be perceived by a specific target audience. In this paper we describe a novel scenario, in which a mimic deceives at least two distinct audiences, each of which relies primarily on a different sensory modality for decision-making. We have previously shown that Peckhamia picata, a myrmecomorphic spider that morphologically and behaviorally resembles the ant Camponotus nearcticus, experiences reduced predation by visually-oriented jumping spiders. Here we report that Peckhamia also faces reduced aggression from spider-hunting sphecid wasps as well as from its model ant, both of which use chemical cues to identify prey. We also report that Peckhamia does not chemically resemble its model ants, and that its total cuticular hydrocarbons are significantly lower than those of the ants and non-mimic spiders. Although further studies are needed to clarify the basis of Peckhamias chemically-mediated protection, to our knowledge, such ‘double deception,’ in which a single organism sends misleading visual cues to one set of predators while chemically misleading another set, has not been reported; however, it is likely to be common among what have until now been considered purely visual mimics.

Timing of Environmental Enrichment Affects Memory in the House Cricket, Acheta domesticus.

Learning appears to be ubiquitous among animals, as it plays a key role in many behaviors including foraging and reproduction. Although there is some genetic basis for differences in learning ability and memory retention, environment also plays an important role, as it does for any other trait. For example, adult animals maintained in enriched housing conditions learn faster and remember tasks for longer than animals maintained in impoverished conditions. Such plasticity in adult learning ability has often been linked to plasticity in the brain, and studies aimed at understanding the mechanisms, stimuli, and consequences of adult behavioral and brain plasticity are numerous. However, the role of experiences during post-embryonic development in shaping plasticity in adult learning ability and memory retention remain relatively unexplored. Using the house cricket (Acheta domesticus) as a model organism, we developed a protocol to allow the odor preference of a large number of crickets to be tested in a short period of time. We then used this new protocol to examine how enrichment or impoverishment at two developmental stages (either the last nymphal instar or young adult) affected adult memory. Our results show that regardless of nymphal rearing conditions, crickets that experienced an enriched rearing condition as young adults performed better on a memory task than individuals that experienced an impoverished condition. Older adult crickets (more than 1 week post adult molt) did not demonstrate differences in memory of the odor task, regardless of rearing condition as a young adult. Our results suggest that environmentally-induced plasticity in memory may be restricted to the young adult stage.