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Chapter 6 learning and memory
Fruit fly experiment lab report
Fruit fly experiment lab report
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Recommended: Chapter 6 learning and memory
Learning & Memory in Fruit Flies
Scientists have traditionally viewed learning and memory as "complex traits" in the sense that they are believed to be the net result of various different genetic and environmental factors interacting with one another. As it is not always practical or ethical to use human subjects in research, simpler "model" organisism are often used, and drosophila melanogaster (i.e. the fruit fly) is one of the most well known and well studied in the biological sciences.
Abstract
Two thousand fruit flies of the species Drosophilia melanogaster were maintained for six months before any experimenting began. Flies subjected to experimentation were 14 days old and were conditioned to be better learners.
Petri dishes filled with pineapple juice and orange juice were used on which the flies could lay their eggs. Quinine was added to one of the juices to turn flies away from that medium. By selecting eggs from the juice that did not contain quinine, flies who had learned to avoid the juice with quinine passed on their learning ability.
Subsequent generations of fruit flies did actually become "smarter" as demonstrated be their ability to more readily differentiate between the quinine medium and the regular medium as well as their ability to remember this association for a longer period of time.
Methods
Experimental Design
Base Population
All flies used in Mery & Kawecki's experiment were of the species Drosophilia melanogaster. The experimental population was derived from 2000 flies and maintained for six months before any experimenting began. All flies subjected to experimentation were 14 days old.
Experimental Evolution Design
Before any testing was actually con...
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... the different genetics of every individual fly, but in general, it is possible to say that it did improve. This proves the point that learning is favored when environmental factors and other cues play a significant role. The experiment also showed that the learning ability to modify oviposition substrate choice has direct correlations with fitness.
Single-locus large-effect mutants would be the best approach for this experiment, but the group wanted to simulate learning ability in a natural environment so they chose to use a variegated sample.
References
Mery, Frederic & Tadeusz J. Kawecki. "Experimental evolution of learning ability in fruit flies." Proc.Natl. Acad. Sci. 99.22 (2002): 14274-14279.
Papaj, Daniel R. and Emilie C. Snell-Rood. "Memory flies sooner from flies that learn faster." Proc. Natl. Acad. Sci. 104.34 (2007): 13539-13540.
The role of questions in Dunn’s article is to persuade the reader into thinking their own role or responsibility in the behavior of flies. The first question he poses is; “Just where do houseflies pick-up these other bacteria, the one they give back to us in vomit spot, feces and footsteps?” This question is central to his main idea. He poses a second question about the discovery made by his friend named Coby, on pig farms, asking; But why would the flies in pig farms tend to have antibiotic resistant bacteria? Yet again dragging the attention to the issue at hand that is that us humans are largely to blame for the dangers that flies poses to our
Richard Conniff uses strong scientific facts in his essay to get his major point across to the audience. One of the major facts he uses stood out as it disproved many a wives tale about the common household fly. Most people think of flies as dirty animals who fed on dead animals and spread disease. Conniff uses a study that found flies tested from dirty areas contained more a lot mor...
We then allowed the larvae to hatch, and counted and recorded the total number of flies, the phenotype, and the sex. After taking down all this information this would allow us to perform a F1 cross, we made sure to examine the flies carefully since we needed virgin flies. We prepared a new vial with the a 1:1 ratio of medium and water. After recording the data of the F1 generation, and picking out the virgin flies for the crossing, and we killed of the rest of the flies using the oil method. After some time passed the F1 generation had larva in the vial. Once we noticed the larva we had to put the flies to sleep and collect the data. We then had to prepare another two new vials and medium and water. Carefully observing the flies and picking out three males and three female virgin flies to place into the new vial. Than killing of the other flies. After about a week we had the F2 generation. This was the most important generation, it was what we were looking for to allow us to observe and compare our experiment to Mendel’s experiment. We were looking for a 9:3:3:1 ratio with our flies. Using a basic Punnett square table and the crossing that we had accomplished our results should have looked like the following Punnett square.
Examining the Crosses Between Drosophila Fruit Flies Introduction The major topic of this experiment was to examine two different crosses between Drosophila fruit flies and to determine how many flies of each phenotype were produced. Phenotype refers to an individual’s appearance, where as genotype refers to an individual’s genes. The basic law of genetics that was examined in this lab was formulated by a man often times called the “father of genetics,” Gregor Mendel. He determined that individuals have two alternate forms of a gene, referred to as two alleles.
However, evidence such as fossils is more than enough to lend support and disprove any other theory to the development of species. Examples used by Root-Bernstein and McEachron also provide strong support to evolution. The authors detail how natural selection works in both insects and germs to create organisms better adapted to methods of control. Disease used to run rampant, until the creation of vaccines which led to many diseases becoming extinct. Root-Bernstein and McEachron note that the diseases that have survived to this day have been constantly mutating and evolving to become more resistant to any attempts at suppression. The same can be said for insects that have been consistently exposed to pesticides. The ones that survived the pesticides were able to reproduce and pass along a resistance to their offspring which in turn makes the species more resilient and better suited to their
The discussion as to whether nature or nurture were the driving force shaping our cognitive abilities, was for a long time considered interminable. In the 18th century, Locke and the English empiricists claimed that individuals were born with a tabula rasa and only experience could establish mind, consciousness and the self. On the continent, Leibniz envisaged the self as a monad carrying with it some knowledge of a basic understanding of the world. Until the 1960s, this dispute was still very vivid in the behavioral sciences: B. F. Skinner's school of behaviorism in the USA postulated (as reflexology did earlier) general rules for all types of learning, neglecting innate differences or predispositions. K. Lorenz was one of the protagonists of ethology in Europe, focusing on the inherited aspects of behavior. It was Lorenz who ended the antagonistic view of behavior in showing that there indeed are innate differences and predispositions in behavior where only little learning occurs. Today, it is largely agreed upon that nature and nurture are intimately cooperating to bring about adaptive behaviors. Probably only in very few cases ontogenetic programs are not subjected to behavioral plasticity at all. Conversely, the possibility to acquire behavioral traits has to be genetically coded for.
Slamecka, N. J. (1985). Ebbinghaus: Some associations. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11, 414-435. doi:10.1037/0278-7393.11.3.414
Flies are about at all times and it is hard to concentrate. Also, some of
“Organic Wisdom, or Why Should a Fly Eat Its Mother from Inside.” Ever Since Darwin. New York, New York and London, England: W.W. Norton & Company, 1977.
According to Darwin and his theory on evolution, organisms are presented with nature’s challenge of environmental change. Those that possess the characteristics of adapting to such challenges are successful in leaving their genes behind and ensuring that their lineage will continue. It is natural selection, where nature can perform tiny to mass sporadic experiments on its organisms, and the results can be interesting from extinction to significant changes within a species.
In order to understand the functional relationship between learning and memory we have to first define what both learning and memory are. Learning can be described as “the acquisition of knowledge or skills through experience, practice, or study, or by being taught” (Merriam-Webster, 2014). “Memory is the means by which we draw on our past experiences in order to use this information in the present” (Sternberg, 1999). Base on this definitions one can conclude memory is essential part of our lives. Without any memory of the past, we would not be able to operate in the present or reminisce about the future. We would not be able to remember what we did a few days ago, what we have accomplished today, or what we intend to do tomorrow. Without memory our ability to learn would not exist. Learning and Memory are linked to our cognitive abilities as well as that of animals. An example that can be used to show the relationship between learning and memory is the study of how a rat behaves in a maze. As we all know rats have been used in experimental mazes since at least the early 20th century. Hundreds if not thousands of studies have looked at how rats run different types of mazes, from T-maze, to radial arm mazes, and to water mazes. These maze studies help scientist study spatial learning and memory in rats. Maze studies helped us uncover general principles about learning that can be applied to several species, including mankind. In today’s modern societies, mazes tend to be used to determine whether different treatments affect learning and memory in rats. According to Kolata al, 2005 case study the tasks that comprise the learning battery were specifically chosen so that each one placed specific sensory, motor, motivational, and info...
In the next part of the article Fisher’s model on geometric adaptation is presented. This model presents small step evolution or gradualism. It conveys the effect that spontaneous mutations have on various traits. Fisher argued through his model that more complex spe...
Tulving, E. and Craik, F. (2000) The Oxford handbook of memory. Oxford: Oxford University Press.
Learning is defined as a “process of change that occurs as a result of an individual’s experience” (Mazure, 2006). Researchers assume that the process of learning follows certain general principles, which were developed, into the general process learning theories. These include operant conditioning and classical conditioning which has been put forward by leading psychologists like Pavlov, B.F.Skinner and Thorndike. However, in learning, operant and classical conditoning are opposed by biological constraints that state that there are limitations to the theories. Some of these biological constraints on learning will be discussed below.
Seventh, in some groups of insects, truly social behavior has evolved. Social behavior will allow a large population to survive through difficult periods via cooperation in food gathering, food storage, temperature control, and colony