Bio 462 - Quizzes Part II
************************
Readings for Wednesday:
Continue
on readings for Insect-plant relationships:
Introduction 290-2
Insects & structural complexity of plants 292-296
(omit “Insects on plants of different geological ages”)
Assignment/directions
for study for Wednesday:
REVIEW:
Consider the hypotheses that explain (what?)
.
A) Resource concentration hypothesis
B) Enemies hypothesis
A starting place might be:
Insects
I. Apterygota (or apterygotes)
II. Pteragota (or pterygotes)
A. Paleopterous (what?)
B. Neopterous (what?)
1. (what?)
2. (what?)
C. Neopterous (what?)
etc.
You should have at least 12 groups, and perhaps up to 30. By Friday you'll be looking for one feature that represents a modification from an ancestral condition for each group (except those that ended in "oid," like "orthopteroid"). [Remember that the "ancestral condition" or "ancestral form" is the form common to the recent ancestor.] In virtually all cases it will have to do with wings, mouthparts, body shape, or development, and in some cases whether larval stages are aquatic or terrestrial.
Understand that the ancestral form of all insects had no wings, a uniformly segmented body (thorax was not distinct from the abdomen), simple chewing mouthparts, and molted after it became sexually mature (ametabolous).
3/17 - INSECT-PLANT RELATIONSHIPS
Discussion focused on determining
conclusions from the data
presented
in Figure 10.4 and Figure 10.5.
Friday expect individual quiz on readings:
Mutualism and coevolution
308-311
Think about these
points as you read:
3/19 - INSECT/PLANT MUTUALISMS Individual quiz. Open book. [correct answers 3 pts. ea.]
Answer in your own words:
1. Distinguish between
facultative mutualism and obligate mutualism.
Tell what they are, how they differ, and give an example of each (you can
make it up).
2. Answer one of the
following. Consider things like flower color, shape, and scent
AND tell why you selected the characteristics you did.
How would you design a flower to attract a bee pollinator?
How would you design a flower to attract a fly pollinator?
How would you design a flower to attract a butterfly or moth pollinator?
3. Explain how nectar
rewards might differ to attract large bodied insect pollinators
vs. small insect pollinators? (and explain why)
Due Mon. for individual score:
Trace the phylogenetic relationships from the Class Insecta to orders. Give at least one distinguishing feature that represents a modification from recent ancestral forms (cladistically informative characters). In virtually all cases it will have to do with wings, mouthparts, body shape, or development (metamorphosis). {You might not be able to come up with cladistically informative characters for the groups that ended in "oid," like "orthopteroid.”} You should have at least 12 groups, and perhaps up to 30.
30 pts Exemplary :
at least 12 groups (correct position), 12 characters (@1/transition;
correct)
20 pts Adequate: at least 8 groups (correct position), 8 characters (correct)
10 pts Inadequate: at least 4 groups (correct position), 4 characters (correct)
[Remember that
the "ancestral condition" or "ancestral form" is the
form common to the recent ancestor.]
Next week's
topic: PLANT-INSECT RELATIONSHIPS - prepare for individual quiz
NUTRITIONAL ECOLOGY
Monday:
Plant nutrition and herbivory
Ways of eating plants 296-299
Plants as food 299-303
Wednesday-Fri:
Plant resistance to insect herbivores and insect counteradaptations
Plant defenses 303-306
physical & chemical defenses
counter adaptations
[Catching food: temporal and spatial availability 306-308]
CLADE CONSTRUCTION
EXERCISES (for practice)
Example with
hypothetical plant orders
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
a - green leaf, shrub type, 5 petals,
yellow flowers, thorns present
b - red flower (transition or character
state change)
c - blue leaf, 4 petals (transitions)
d - herb type (transition)
e - spiny pollen (transition)
f - no thorns (transition)
g - spiny pollen (transition)
Example with hypothetical insect species:
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
a - 4 legs, membranous wings, no
distinct thorax, incomplete metamorphosis, aquatic young, 4 wings
b - complete metamorphosis (transition
or character state change)
c - 6 legs, distinct metathorax
(transitions)
d - 2 wings (transition)
e - scaled wings (transition)
f -not aquatic (terrestrial) young
(transition)
g -no wings (transition)
3/22 - NUTRITIONAL
ECOLOGY - pass out homework due Friday 3/26
Begin class with discussion of phylogeny
of insects; take up homework
Plant nutrition and
herbivory
Ways of eating plants 296-299
Plants as food 299-303
Present 2 additional
major ideas
* So-called "defenses" may have alternate functions !;
not all have evolved primarily to "battle" against insects.
* Not all defenses work against all herbivores.
Structured discussion
of plant chemistries (primary and "secondary")
using demonstration of common fruits, vegetables, and plants
Wednesday
- meet in LS122 for laboratory demonstration by students enrolled
in the laboratory class.
Plant
nutrition homework [20 pts]
Answer in your own words.
Studies of several types or guilds
of herbivores have relevance to other sorts of biology.
1a. For example, one type of herbivore
has particular relevance to studies of tumor-forming cancers. Which type
of herbivore would that be and why? (2 pts)
1b. Another type of herbivore causes changes in population dynamics of plants much like the effects of mountain lions on small mammal populations. Which type of herbivore would that be and why? (2 pts)
2. Your plant is looking unhealthy, wilted and growing slowly. You’ve fed it, watered it, and given it plenty of sunshine. You think it may have be showing effects of insect damage. What kind of herbivore damage would you look for? (4 pts)
3. Without considering so-called chemical ‘defenses’ of plants, what primary nutritional components would characterize a plant as an outstanding food for an insect herbivore? (Your answer might take the form of: ... it would be 10% chocolate, 20% sugar, and have relatively low amounts of salt) (6 pts)
4. What is meant when it’s said that a chemical makes a plant “hard to digest” (vs. “toxic”)? (2 pts)
5. What is meant when it’s said that a plant chemical acts in a quantitative way (vs. qualitative)? (2 pts)
6. What is meant when it’s said that
a plant chemical is easily mobilized (vs. immobile)? (2 pts)
3/24 - LABORATORY
DEMONSTRATION - writing exercise due on Fri
[6 pts]
Exercise - Write one
main concept presented at each station.
Give one example seen at the station that illustrated the concept.
6 stations:
3/26 - NUTRITIONAL
ECOLOGY (defenses) - turn in Plant nutrition
homework and
lab writing exercise [20 pts & 6 pts]
Discussion of defenses
and counteradaptations of plants and their herbivores
Escape in space &
time
Physical characteristics
Chemical characteristics
quantitative chemicals (digestibility reducers)
qualitative chemicals (toxins)
Groups design "defenses"
of plants with different life histories & growth forms.
Report out to class.
On
Monday after spring break we'll start discussing
Beneficial and harmful insects. (Ch 14)
4/7 - BENEFICIAL
& HARMFUL INSECTS Indiv/Grp# 17 [12 pts]
Individual quiz.
Open book. [correct answers 3 pts. ea.]
1. State 1 insect product and the insect that produces it.
2. Give 1 example of how are insects used in medicine and name the insect that does that job.
3. Give 1 reason that might explain why people in most countries eat insects.
4. Your friend says
“The only good insect is a dead insect!” If you had only one chance to
make a persuasive argument, what would you tell a friend to explain why
insects are valuable members of global ecosystems?
4/9 VIDEO
Indiv#18 [8 pts]
The Little Creatures
Who Run the World (NOVA)
This is an INDIVIDUAL
activity, NOT group. Respond to these questions as you watch the video,
and turn your page in to Chris at the end of class (for 2 points ea.).
WATCH FOR DIFFERENT
ORDERS OF INSECTS!!!
Answer 1 or 2 sentences,
unless you’re asked for a list. Only the first 2 will count!
1. Remember that the order Hymenoptera includes ants, bees, and wasps. List 6 other orders of insects you see - besides Hymenoptera.
2. What was the supposed advantage to ancient cockroaches that they lived together, in social groups?
3. The video states that ants are the most abundant of all insects, meaning that there are more individual ants on earth than any other type of insect (not that there are more species). Why do you think that ant populations can reach the numbers that they do, compared to other insects?
4. In the highly social ants, what is the role of male ants?
5. Give one major concept
that you learned from the video, and tell what was shown that illustrated
the concept.
4/12 INSECT
CONTROL METHODS Indiv#19 [6 pts]
I have an orchard and last year I had an outbreak of caterpillars that
ate all the leaves off my trees and reduced the fruit harvest. I need recommendations
from the class to help me control the outbreak this year. With one sentence
each, suggest 2 non-chemical ways to control my pest. Make these scholarly
statements, giving an example (“such as ...”) to help me understand your
suggestion.
4/12 INSECT CONTROL
METHODS Grp#20 [3 pts]
Consider the Africanized Honey Bee. Select one of the following control
methods and explain why it either would be a good potential control OR
an awful potential control measure. Justify your answer.
1) predator/parasite
2) microbial agent
3) physical control
4/14 Assignment
for Fri.
Consider Genetic Controls, focusing on Sterile Insect Techinques. Be prepared
to discuss how you might develop a method to selectively rear and release
ONLY sterile male files (and consider cost of doing so).
Also consider how sterilization techniques (irradiation) might affect the
vigor of the files and how that might affect their mating success.
Draft position papers will be due on Monday to share with your group/team
members. In researching your cases, try using the periodical literature
database called ProQuest. It's available on computers in the library, and
some other university computers. You can get to it by going to the
library web page (http://libweb.sdsu.edu/index.html/
), selecting "Periodical Indexes and Databases A to Z", then selecting
"ProQuest Research Library" under the P's. Try searching either on
all databases, which returns many newspaper and magazine articles, and
research articles via Research Library Core database. Try it - it's
great and returns abstracts and whole articles from campus computers. You
can e-mail the articles to yourself also. All you need to do is type in
your insect (using common or scientific names) and search.
Tell me if you're
having problems.
4/14 Insect Control
case studies group work
Criteria for evaluating case study
position papers, developed by consensus of class.
(Total value = 30 pts)
Position papers should include the
following.
A. Statement of the pest insect
problem. [15% = 4 pts]
B. Explain 2-3 control alternatives.
[30% = 9 pts]
C. Present logical and scientifically
justified arguments supporting or opposing
the alternative control measures. [40% = 12 pts]
D. Present citations (references)
to your sources of information (at least 5). [15% ] = 5 pts]
final papers due Friday 4/23
4/16 Recall exam
& Discussion of Sterile Insect Techniques
Recall exam - given to test recall
on information from the beginning of class
BONUS QUIZ - 10 PT MAX
HOW WELL DO YOU REMEMBER ...?
[10 pt = 0-2.5 pt missed; 8 pt = 3-4 pt missed; 6 pt = 4.5-6
pt; 4 pt = 6.5-7.5 pt missed]
1. Name the 3 insect body regions (tagmata):
2. Insects’ legs are found on which body part(s)? a) mesothorax, b) prothorax, c) metathorax
3. Insects’ wings are found on which body part(s)? a) mesothorax, b) prothorax, c) metathorax
4. The generalized function of the ‘primitive’ or ‘ancestral’ insect
mouthparts is
a) sucking blood, b) chewing,
c) sucking nectar,
d) piercing plant tissues
and sucking fluids
5. Insect mouthparts
a) evolved independently in all orders,
b) are enlargements of ancient teeth
c) include a tongue,
d) evolved from appendages of ancient segments
6. What’s a major factor that limits insect size?
7. Four major "evolutionary breakthroughs" leading to the great diversity
of insects included which of the following?
a) development of complete metamorphosis
b) development of ability to fold wings over body
c) appearance of "primitive" insects
d) development of wings
e) development of ability to feed on blood
8. "Neopterous" means: a) new foot, b) no foot, c) new wing, d) no wing
9. Biologists consider one characteristic of arthropods to be the most
critical feature leading to their ability to colonize terrestrial habitats.
Which one is it?
a) multiple paired appendages,
b) exoskeleton, c) tracheal systems,
d) paired antennae.
10. Match the following:
a) beetles (Coleoptera) b) flies (Diptera)
c) true bugs (Hemiptera)
d) moths (Lepidoptera)
e) grasshoppers (Orthoptera)
tegmen ______
elytra ______ scaled
wings ______
haltares ______
11. Match the following:
no metamorphosis; long lived ______
a) Odonata (dragonflies)
predators, can eat fish ______
b) Ephemeroptera (mayflies)
no distinct thoracic segments ______
c) Thysanura (silverfish)
adults don’t feed ______
d) Collembola (springtails)
12. All insects can fold their wings over their bodies except
a) Odonata (dragonflies)
c) Neuroptera (lacewings)
b) Tricoptera (thrips)
d) Homoptera (aphids)
e) both a & d
13. With "new" wings, of neopterous insects, energy that powers wing
beats is reserved or stored in
a) fat bodies
c) the exoskeleton
b) muscles
d) the insect liver
14. Matching:
tracheae ______
a. smallest branch of respiratory tubes
spiracles ______
b. sometimes used for conserving space
tracheole ______
c. respiratory tubes
air sac ______
d. opening of respiratory tubes
15. In most insect larvae and adults, tracheae are
a. separate units within individual segments,
b. continuously linked throughout the body
16. As an insect grows throughout its life, tracheae
a. stretch, b. are shed with each molt & reformed,
c. undergo cell division & just grow as the insect grows
17. Despite all their various modifications, mouthparts of insects are generally classified into two functional groupings or types: _____________ and ________________.
18. Stylets are
a) modified appendages on the terminal abdominal segment of orthopteroids,
b) mouthparts modified for sucking fluids,
c) butterfly mouthparts,
d) sponging mouthparts of houseflies
4/19 Discussion of Modes of Action of controls; discussion of case studies.
4/21 drafts due; classtime spent reviewing draft position papers and preparing presentations
In lieu of quizzes, please evaluate your individual performance on assignments
this week.
How well was I prepared on Monday (the assignment was to have a draft
position paper to share with team-mates)? Check one ....
______ 3 pts = had draft paper to share
______ 2 pts = didn’t have draft done, but could
talk about research I’d done
______ 0 pts = was not prepared appropriately
How well am I prepared on Wednesday (the assignment was to have a final
position paper to share with team-mates)? Check one ....
______ 3 pts = had final paper to share
______ 2 pts = didn’t have final paper done, but
could talk about the draft I’d done
______ 0 pts = was not prepared appropriately
4/23 Red Imported
Fire Ant Town Hall Meeting
Possible RIFA controls presented:
Chemical controls
Chemical pesticides
Chemical growth regulators
Biological controls
phorid fly
pathogens
Physical controls: Boiling water/steamer
Vote:
#1 Biological controls
Criteria for evaluating case study position papers developed by consensus of class. (Total value = 30 pts)
GROUP SCORES
CRITERIA GROUP SCORES CDFA
PUBL AGRI ENVT POLIT
A. Statement of the pest insect
problem. [15% = 4 pts]
4 = exemplary, 2 = adequate, 1=
needs improvement
B. Explain at least 2 control alternatives.
[30% = 9 pts]
9=exemplary, 6 = very good, 3 =
adeq., 1= needs imprvmnt
C. Present logical and scientifically
justified arguments supporting or opposing the alternative control measures.
[40% = 12 pts]
12=exemplary, 9=very good, 6=adeq.,
3=needs imprvmnt
D. Present citations (references)
to your sources of information (at least 3). [15% = 5 pts]
5 = exemplary, 2 = adequate, 1=
needs improvement
After these case studies, we'll focus
our attention on social insects and the evolution of social behavior. For
Wed. & Fri., please read pp. 253-257 in the text and on Mon I'll hand
out a few pages of additional material.
4/26 Med Fly Town Hall Meeting
Possible Medfly controls presented:
Chemicals
Malathion + bait - applied
aerially or applied locally
Pheromone traps
Chemical dyes
Sterile Insect Technique
Parasitoids
Prevention; Inspections; Education
Vote:
#1 Malathion + bait - applied
aerially or applied locally
#2 Sterile Insect Technique
4/28 Hand back and go over past homeworks and writing assignments. Fill in evaluation at beginning of class. Discuss papers, content & citations in scientific papers.
It is hoped that “a CSU graduate in Biology can demonstrate certain knowledge, skills, and attitudes.” The following are several of the learning outcomes that CSU Biology faculty have identified. I’d like to know how you think you’re doing on these, and how this class may have contributed. All answers are the same, in each case please answer about your whole experience as an SDSU biology major and answer about the contributions of this course. Thanks for taking time to answer this evaluation for me.
Knowledge of basic biological concepts in:
a) organismal biology (the study of the structure, function, physiology,
behavior, ecology, & evolution of a group of related organisms)
Before this course, my understanding was ... (check one)
o less than adequate, o adequate-good,
o excellent
Regarding this topic, this course has improved your understanding ...
(check one)
o not at all, o somewhat,
o very much
b) animal physiology
Before this course, my understanding was ... (check one)
o less than adequate, o adequate-good,
o excellent
Regarding this topic, this course has improved your understanding ...
(check one)
o not at all, o somewhat,
o very much
c) ecology/environmental biology
Before this course, my understanding was ... (check one)
o less than adequate, o adequate-good,
o excellent
Regarding this topic, this course has improved your understanding ...
(check one)
o not at all, o somewhat,
o very much
d) evolution
Before this course, my understanding was ... (check one)
o less than adequate, o adequate-good,
o excellent
Regarding this topic, this course has improved your understanding ...
(check one)
o not at all, o somewhat,
o very much
2) competence in scientific writing and oral communication
Before this course, my skills were ... (check one)
o less than adequate, o adequate-good,
o excellent
Regarding this topic, this course has improved your skills ... (check
one)
o not at all, o somewhat,
o very much
3) ability to find, evaluate, & use published scientific information
Before this course, my skills were ... (check one)
o less than adequate, o adequate-good,
o excellent
Regarding this topic, this course has improved your skills ... (check
one)
o not at all, o somewhat,
o very much
4) ability to work together in teams
Before this course, my skills were ... (check one)
o less than adequate, o adequate-good,
o excellent
Regarding this topic, this course has improved your skills ... (check
one)
o not at all, o somewhat,
o very much
5) understanding of scientific integrity, values, ethics
Before this course, my understanding was ... (check one)
o less than adequate, o adequate-good,
o excellent
Regarding this topic, this course has improved your understanding ...
(check one)
o not at all, o somewhat,
o very much
6) ability to make an argument & support it with appropriate examples
or scientific justification
Before this course, my skills were ... (check one)
o less than adequate, o adequate-good,
o excellent
Regarding this topic, this course has improved your skills ... (check
one)
o not at all, o somewhat,
o very much
7) ability to integrate concepts within and among disciplines of science
Before this course, my skills were ... (check one)
o less than adequate, o adequate-good,
o excellent
Regarding this topic, this course has improved your skills ... (check
one)
o not at all, o somewhat,
o very much
8) knowledge of and ability to apply the scientific process (“method”)
Before this course, my knowledge was ... (check one)
o less than adequate, o adequate-good,
o excellent
Regarding this topic, this course has improved your knowledge ... (check
one)
o not at all, o somewhat,
o very much
9) ability to objectively analyze and interpret data and to use other
quantitative methods
Before this course, my skills were ... (check one)
o less than adequate, o adequate-good,
o excellent
Regarding this topic, this course has improved your skills ... (check
one)
o not at all, o somewhat,
o very much
10) understanding of the relevance of biology to society
Before this course, my understanding was ... (check one)
o less than adequate,
o adequate-good,
o excellent
Regarding this topic, this course has improved your understanding ...
(check one)
o not at all, o somewhat,
o very much
11) capability for self-directed learning and a continuing interest
in biology
Before this course, my skills were ... (check one)
o less than adequate,
o adequate-good,
o excellent
Regarding this topic, this course has improved your skills ... (check
one)
o not at all, o somewhat,
o very much
Other comments?
: )( : )( : )( : )(
: )( : )( : )( : )( : )( : )( : )( : )( : )( : )( : )( : )( : )( : )( :
)( : )( : )( :
Handout:
Tell which control method you recommend for your group, even it’s the best of poor alternatives.
If you gave more than 3 or 4 controls you probably couldn’t explain
them all in the allotted space. So you need to consider giving only 2 (maybe
3) controls. For each you should include:
description of control
effectiveness
positive features; negative features
REFERENCES:
* identifies a location in text that needs references to sources of
information:
Here’s a fictitious example ... where references are listed as
1-4:
Information on “killer bees” is extensive and describes their
spread and biology. Killer bees are originally from Africa (1) and
were introduced to the U.S. in 1976 (1, 2, 3). Queens can live 20 years
(2, 3). Hives can have hundreds of queens (4, 5).
1) Elton, C.S. 1958. The Ecology of Invasions by Animals
and Plants. Methuen & Co., LTD, London. 181pp.
2) www.cdfa.ca.gov/pests/honeybee/ honeybee.html. “Africanized
Honey Bees.” California Department of Agriculture
3) www.co.san-diego.ca.us/cnty/cntydepts/landuse/agri/beealert.html.
“Bee Alert Africanized Honey Bee Facts.” County of San Diego Department
of Agriculture, Weights & Measures
4) Scriber, J.M., and F. Slansky, Jr. 1981. The nutritional ecology
of immature insects. Annual Review of Entomology 26: 183-211.
5) USFWS. 1978. Ten North American Bees, pp 10-11 in Endangered
Species Technical Bulletin, Dept. of the Interior, U.S. Fish and Wildlife
Service, Endangered Species Program, Sept. 1978, vol. III, No. 9.
References to web sites need the title of relevant page, author and/or
agency associated with the page, and particular web page location (usually
ends in “html” or “/” - but not always. Don’t give just www.cdfa.ca.gov
- that’s too general. The reader should be able to type in the web
location and get right to the page that gave the info. Example:
www.aphis.usda.gov/oa/pubs/fsmedfly.html. “The Mediterranean Fruit
Fly. Plant Protection and Quarantine.” June 1997. USDA
Animal Health and Inspection Service
Are you sure you want to trust information from newspapers vs. other
sources?
Grammar - You shouldn’t have sentences without verbs. Try reading the text out loud to see how it flows.
Remember:
All chemical controls are not the same in terms of actions and specificities.
Chemical insecticides (killers) don’t have the same activities as metabolic
inhibitors or growth regulators.
All insecticides are not the same, in terms of life-length of the chemical
(persistence) or toxicity to humans or other animals. Also remember - Malathion
can be applied widely from helicopters, very locally on trees from backpack
sprayers, and in granules on the soil surface. It can be in baits that
are attractive to only certain insects (what’s attracted to corn syrup?)
or in aerosols that are inert without baits or attractants.
Topic for Fri is the great variety
of social behavior in insects. Remember that you need to do some
reading and thinking about social insects for tomorrow.
Homework [6 pts]: Briefly explain
(<1 page) why, in haplodiploid insects (Hymenoptera), sisters share
on average 75% of their genes, while moms and daughters share only 50%
of their genes.
4/30 Social Behavior in Hymenoptera
reading for Monday pp. p.147, pp.
247-252 and handout pp from Evans: Insect Biology.
(individual and group quiz for 3 pt ea) Give three factors that have contributed to the development of social behavior in Hymenoptera.
Group & class discussions addressing:
Explain how complete vs. incomplete
(gradual) metamorphosis can contribute to development of social behavior
in insects (& development of castes).
5/3 Go over assignments &
Discuss social behavior in Hymenoptera
reading for Wednesday p.147, pp.
247-252. How many senses/cues do insects use to find mates?; give an example
of each.
Wasps
(based on information in H.E.Evans 1958) -
Wasps clearly originated from parasitoids
Primitive scolid wasps are still
basically parasitoids (family Scoliidae)
STEPS - behavior seen in existing wasp species
1. find prey, lay egg
2. find prey, drag to particular place (burrow), lay egg
3. find prey, drag to particular place, construct nest, lay egg
4. construct nest, then find prey, drag to nest, lay egg
5. construct nest, find prey, drag to nest, lay egg, then get more
prey
6. construct nest, find prey, drag to nest, lay egg, then get more
prey as larvae grow
7. " " " " " same, but macerate prey &
feed to larvae
8. female life prolonged so that daughters help, but also lay eggs
9. trophallaxis - differential feeding that determines adult size and
caste
10. " " " " " same, + division of labor
11. differential feeding -> castes
solitary members of vespids &
sphecids (advanced/derived groups) are carnivorous, paralyze prey, lay
egg on it
Bees - (based on information in
C.D.Michener 1958) - superfamily Apoidea
Bees differ from wasps in that larvae
usually not fed - food is placed in cell, eggs laid, then cell sealed -
so we must instead look at association of females to see patterns of development
of social behavior in bees.
STEPS - behavior seen in existing bee species
1. females nest solitarily
2. females nest in aggregations
3. females nest in same tunnel but use separate nests
4. guards stationed at tunnel entrance, but rotate (temp. division
of labor)
5. only a few females lay eggs at any one time, & cooperate in
provisioning cells
6. unmated females serve as workers
7. female life prolonged (or overwinter) so that daughters overlap;
unmated daughters serve as workers
8. castes & sterile offspring, division of labor in some by size,
& in others by age
Find progressive feeding only in
the most social groups of bees:
Bombini & Apinae (bumble
& honey bees)
5/5 Insect Mating
Systems
Review Hymenoptera homework; return
for rewrites.
Discuss different senses and modes
of communication used by insects to find mates.
For Friday: same reading assignments; return rewrites on Hymenoptera & development of social behavior homework
As you read consider what selection pressures apply to males and females as they select mates. How can each assess “quality” of potential mates?
For Monday: Know the scientific names of the major orders (below) and what insects they represent. In a couple of sentences tell how to identify each - or how to distinguish it from other orders listed. Consider this question in each case: If someone hands you a (pick an order) , how can you identify it as a member of that order?
Odonata
Orthoptera
Dermaptera
Isoptera
Blattaria
Mantodea
Hemiptera
Homoptera
Coleoptera
Siphonaptera
Diptera
Lepidoptera
Hymenoptera