<p class="jove_content"> Cette étude a été financée par le National Institute on Drug Abuse accorde 006 886 DA (MOW) et DA 032270 (DJB). </p>

<p class="jove_content"> Le plus grand soin doit être pris pour maintenir des conditions aseptiques (comme décrit dans le Guide pour le soin et l&#39;utilisation des animaux de laboratoire <sup>9)</sup> lors de la préparation et la conduite de la procédure suivante. Le protocole suivant est en conformité avec le Guide pour le soin et l&#39;utilisation des animaux de laboratoire et a été approuvé par le soin et l&#39;utilisation des animaux Commission institutionnelle de l&#39;Université Rutgers. On estime que les procédures ultérieures, il faudra 3-6 heures pour compléter. </p><p class="jove_step"> L&#39;implantation de la baie Microwire: </p><ol><li> La place des animaux sous anesthésie à l&#39;aide de 50 mg / kg de pentobarbital de sodium (IP) et l&#39;administration de 10 mg / kg de nitrate d&#39;atropine de méthyle (IP; Glycopyrrolate peut être substitué) et 0,25 mg de pénicilline (300 000 U / ml im) pour maintenir la fonction respiratoire et prévenir l&#39;infection , respectivement. <br /> Remarque: Avec la longueur de 3-6 h de cette chirurgie d&#39;implantation, le pentobarbital de sodium est utilisé parce qu&#39;il est rentable et limite l&#39;exposition humaine àanesthésiques (cela peut se produire avec l&#39;utilisation prolongée d&#39;anesthésiques de gaz) tout en offrant une anesthésie de longue durée. La substitution d&#39;autres anesthésiques est acceptable. </li><li> Vérifiez que l&#39;anesthésie a pris effet en utilisant le test de pincement queue avant de poursuivre. </li><li> Le cas échéant, donner alternatif injections de chlorhydrate de kétamine (60 mg / kg IP) et de pentobarbital de sodium (5-10 mg / kg IP) pour maintenir l&#39;anesthésie pendant toute la chirurgie. </li><li> Raser le cuir chevelu à l&#39;aide d&#39;une lame de scalpel n ° 22. </li><li> Désinfecter le cuir chevelu rasé avec de la povidone iode. </li><li> Donnez injections sous-cutanées de bupivacaïne (~ 1 mg / kg SC, réparties sur 4 sites d&#39;injection) pour anesthésier localement le cuir chevelu. Laisser 5-10 min pour l&#39;anesthésique local pour prendre effet. </li><li> Placez un lubrifiant ophtalmique sur les yeux pour maintenir l&#39;humidité pendant l&#39;anesthésie. </li><li> Fixez l&#39;animal dans les barres d&#39;oreilles et le nez pince d&#39;un appareil stéréotaxique. </li><li> Utilisez repères visuels <em>(par exemple</em> une barre horizontale sur le stercadre eotaxic) à peu près au niveau de la tête de l&#39;animal. Cette étape est uniquement destinée à <em>peu près au</em> niveau du crâne. </li><li> Faire une incision le long de la ligne médiane du cuir chevelu à l&#39;aide d&#39;une lame de scalpel # 11 monté sur un support de scalpel. L&#39;incision doit s&#39;étendre à partir de juste en arrière des oreilles à la partie postérieure de l&#39;os nasal. </li><li> Avec une spatule de dissection, effacer le crâne de tous les tissus restants jusqu&#39;à ce que les crêtes du crâne latérales et le crâne crête postérieure ont été atteints. </li><li> Tirez la peau autour de l&#39;incision à l&#39;aide d&#39;un certain nombre de pinces hémostatiques (6x). </li><li> Nettoyez le crâne de tout le sang et laisser sécher. Si un saignement se produit restant, mettre fin à l&#39;hémorragie résiduelle avec un petit outil de cautérisation. Faire en sorte que le crâne reste propre et sec permet la acrylique dentaire utilisé dans des étapes ultérieures de se lier de manière permanente sur le crâne. </li><li> Mark bregma et lambda <strong>(figure 2D)</strong> par interpolation l&#39;intersection des sutures du crâne. Un micro dissectionroscope est nécessaire de marquer précisément ces positions. </li><li> Attacher un objet pointu petit <em>(par exemple,</em> une broche ou foret dentaire) à un bras stéréotaxique et l&#39;abaisser pour déterminer la dorsale / ventrale (DV) de coordonnées de bregma et lambda. </li><li> Ajuster le collier de nez jusqu&#39;à ce que les coordonnées DV pour bregma et lambda sont à moins de 100 pm (0,1 mm) les unes des autres. </li><li> Une fois stabilisée, enregistrer la partie antérieure / postérieure (AP), médial / latéral (ML) et coordonne DV de bregma avec la position de la pince de nez. Vérifiez les coordonnées pour la précision, comme le reste de l&#39;opération dépend de la précision de ces coordonnées. </li><li> Utilisez les coordonnées mesurées pour calculer la ML et coordonne AP pour les quatre coins de la &quot;fenêtre de crâne&quot; par rapport à bregma <em>(c.-à-craniotomie;</em> <strong>Figure 1).</strong> La fenêtre de crâne est un rectangle positionné précisément par lequel le réseau de micro-fil va passer. </li><li> Utilisez les coordonnées calculées à l&#39;occasion ducoordonne fenêtre crâne sur le crâne à l&#39;aide d&#39;une fixation de stéréotaxique pointu et encre de stylo-plume. Pour obtenir des notes précises, appliquer une petite quantité d&#39;encre à la pointe de l&#39;outil de marquage à l&#39;aide d&#39;un coton. </li><li> Percer la fenêtre de crâne en enlevant l&#39;os dans une série de petites couches. <ol><li> Commencez par percer les coins marqués de la fenêtre où les marques ont été placés. </li><li> Ensuite, connectez les coins et définir la fenêtre. </li><li> Enfin, effacer la zone à l&#39;intérieur du contour à la profondeur de la dure-mère. Le trou doit être plus large <em>(c.-à-biseauté)</em> au-dessous des couches superficielles de la boîte crânienne à faire en sorte que la fenêtre maintient une largeur appropriée de haut en bas. </li></ol></li><li> Utilisez microforceps à retirer soigneusement les copeaux d&#39;os tout en restant, des débris ou la dure-mère dans la fenêtre de crâne. Cette étape est très importante, car ces morceaux de matériau peuvent compromettre l&#39;intégrité de la matrice lors de la descente. Une fois autorisé, il faut garder èmee fenêtre humide avec une solution saline bactériostatique pour le reste de la chirurgie. </li><li> Placez des marques sur le crâne pour 5 vis du crâne et 1 fil de terre <strong>(figure 1).</strong> Ces positions peuvent varier en fonction de la région ciblée du cerveau. Le headstage sera plus sûre si une vis est placée sur chacun des 5 os du crâne. Placez les deux vis du crâne et fil de terre dans des endroits qui ne sera pas interférer avec la mise en place de réseau de micro-fil. </li><li> Percer les trous pour les vis de crâne et serrez les vis en place. Les vis doivent être abaissés jusqu&#39;à ce que seulement 3-4 les discussions montrent (ou, si l&#39;aide de vis autres que celles recommandées, assez profond pour traverser l&#39;épaisseur du crâne de promouvoir la stabilité de la matrice mais pas trop profonde afin d&#39;endommager le cortex). Nettoyer les filets des vis après le placement. </li><li> Percez un trou pour le fil de terre. Abaissez le fil lentement (1-2 min) à la prise DV cible coordonner et fixer le fil en place utilisant l&#39;acrylique dentaire. </li><li> Ajouter acrylique autour des filetsdes vis de crâne. Avant le séchage acryliques, enlever tout excès de ciment qui s&#39;écoule à partir du fil de terre ou vis de crâne. Laisser 15 min pour le acrylique dentaire à sécher / durcir. </li><li> Fixez l&#39;ensemble à bras stéréotaxique. Niveler le tableau et l&#39;orienter de sorte qu&#39;il sera carrément passer à travers les limites de la fenêtre de crâne. </li><li> Placer la solution saline dans la fenêtre de crâne de sorte qu&#39;il est au niveau du crâne. Abaissez le tableau jusqu&#39;à ce qu&#39;elle crée une fossette dans la solution saline. Cette coordination est utilisé comme niveau de crâne pour le tableau. Utilisez cette valeur pour calculer la DV finale coordonnées de la matrice. </li><li> Abaissez lentement le tableau jusqu&#39;à ce qu&#39;il atteigne sa DV finale coordonnées. Arrêter chaque 1mm d&#39;abaissement et d&#39;attendre pendant plusieurs minutes afin de permettre aux tissus du cerveau à se remettre de capitonnage et pour dissoudre la partie de fond du polyéthylène glycol (PEG) sur la matrice (PEG est utilisé pour conserver temporairement les fils dans leur conformation, tout en réduisant , et se dissout lentement dans une solution saline). </li><li> Lorsque le tableau est de 1mmà une distance de la cible, plus l&#39;abaisser lentement jusqu&#39;à ce que l&#39;objectif final est atteint. L&#39;abaissement de 0,1 à 0,2 mm, à un moment avant de permettre au tissu de se reposer pendant une période de 5 min est destinée à préserver le tissu au niveau du site cible, ainsi que des connexions synaptiques proximales. Si le matériel est disponible, la précision abaissement de la matrice peut être assistée en utilisant un manipulateur motorisé. </li><li> Dissoudre le PEG restant et utiliser acrylique dentaire à cimenter les microfils en place. Ajouter plusieurs couches de ciment afin de s&#39;assurer que les fils sont en sécurité, puis laisser 15-20 min pour le ciment durcir avant de poursuivre. Cela garantit que les fils ne seront pas bousculés de leur classement final. </li><li> Construire le reste de la headstage de l&#39;animal à l&#39;acrylique dentaire. Utilisez l&#39;acrylique pour envelopper les vis de crâne, fil de terre, et le connecteur pour les microfils. Laissez le chapeau acrylique durcir suffisamment avant de procéder. </li><li> Suturer l&#39;incision du cuir chevelu à l&#39;aide sutures absorbables et administrer 2 ml of saline bactériostatique (sc) pour restaurer l&#39;hydratation de la chirurgie. </li><li> Retirer l&#39;animal à partir des barres d&#39;oreilles et placer le sujet dans un endroit propre. Observer l&#39;animal fréquemment pendant la récupération post-opératoire jusqu&#39;à la thermorégulation et de la locomotion ont récupéré. Après récupération de l&#39;anesthésie, déplacer l&#39;animal dans un seul boîtier pour le reste de la récupération post-opératoire. </li><li> Donnez animaux surveillance postopératoire quotidienne et des soins dans les jours suivant la procédure. Récupération de cette procédure est optimale lorsque sept jours ou plus sont autorisés. </li><li> Donnez animaux des injections de Carprofen (5mg/kg) et Enrofloxacine (5-10 mg / kg) ou leurs équivalents lors de la récupération par le calendrier recommandé par le vétérinaire traitant. </li></ol>

<ol>
	<li>Carter, M., Shieh, J. C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> <em style='font-style: italic'>Electrophysiology In: Guide to research techniques in neuroscience</em>. , (2009).</li><li>Aston-Jones, G., Siggins, G. R., Kupfer, D., Bloom, F. E. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> <em style='font-style: italic'>Electrophysiology. In: Psychopharmacology: The Fourth Generation of Progress</em>. , (1995).</li><li>Root, D. H., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Differential+roles+of+ventral+pallidum+subregions+during+cocaine+self-administration+behaviors.">Differential roles of ventral pallidum subregions during cocaine self-administration behaviors.</a> <em style='font-style: italic'>J. Comp. Neurol</em>. <b>521</b> (3), 558-588 (2013).</li><li>Cardin, J. A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Dissecting+local+circuits+in+vivo:+integrated+optogenetic+and+electrophysiology+approaches+for+exploring+inhibitory+regulation+of+cortical+activity.">Dissecting local circuits in vivo: integrated optogenetic and electrophysiology approaches for exploring inhibitory regulation of cortical activity.</a>  (3-4), 106-103 (2012).</li><li>Ma, S., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Amphetamine's+dose-dependent+effects+on+dorsolateral+striatum+sensorimotor+neuron+firing.">Amphetamine's dose-dependent effects on dorsolateral striatum sensorimotor neuron firing.</a> <em style='font-style: italic'>Behav. Brain Res</em>. , (2013).</li><li>Ghitza, U. E., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Persistent+cue-evoked+activity+of+accumbens+neurons+after+prolonged+abstinence+from+self-administered+cocaine.">Persistent cue-evoked activity of accumbens neurons after prolonged abstinence from self-administered cocaine.</a> <em style='font-style: italic'>J. Neurosci</em>. <b>23</b> (19), 7239-7245 (2003).</li><li>Tang, C., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Changes+in+activity+of+the+striatum+during+formation+of+a+motor+habit.">Changes in activity of the striatum during formation of a motor habit.</a> <em style='font-style: italic'>Eur. J. Neurosci</em>. <b>25</b> (4), 1212-1227 (2007).</li><li>Tang, C., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Dose+and+rate-dependent+effects+of+cocaine+on+striatal+firing+related+to+licking.">Dose and rate-dependent effects of cocaine on striatal firing related to licking.</a> <em style='font-style: italic'>J. Pharmacol. Exp. Ther</em>. <b>324</b> (2), 701-713 (2008).</li><li>. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=National+Research+Council.">National Research Council.</a> <em style='font-style: italic'>Guide for the Care and Use of Laboratory Animals: Eighth Edition</em>. , (2011).</li><li>Fabbricatore, A. T., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Electrophysiological+evidence+of+mediolateral+functional+dichotomy+in+the+rat+accumbens+during+cocaine+self-administration:+tonic+firing+patterns.">Electrophysiological evidence of mediolateral functional dichotomy in the rat accumbens during cocaine self-administration: tonic firing patterns.</a> <em style='font-style: italic'>Eur. J. Neurosci</em>. <b>30</b> (12), 2387-2400 (2009).</li><li>Root, D. H., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Slow+phasic+and+tonic+activity+of+ventral+pallidal+neurons+during+cocaine+self-administration.">Slow phasic and tonic activity of ventral pallidal neurons during cocaine self-administration.</a> <em style='font-style: italic'>Synapse</em>. <b>66</b> (2), 106-127 (2012).</li><li>Root, D. H., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Rapid-phasic+activity+of+ventral+pallidal+neurons+during+cocaine+self-administration.">Rapid-phasic activity of ventral pallidal neurons during cocaine self-administration.</a> <em style='font-style: italic'>Synapse</em>. <b>64</b> (9), 704-713 (2010).</li><li>Tang, C. C., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Decreased+firing+of+striatal+neurons+related+to+licking+during+acquisition+and+overtraining+of+a+licking+task.">Decreased firing of striatal neurons related to licking during acquisition and overtraining of a licking task.</a> <em style='font-style: italic'>J. Neurosci</em>. <b>29</b> (44), 12952-12961 .</li><li>Paxinos, G., Watson, C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> <em style='font-style: italic'>The Rat Brain in Stereotaxic Coordinates</em>. , (1997).</li></ol>

<p class="jove_content"> Les auteurs n&#39;ont aucun intérêt financier concurrents à divulguer. </p>

<p class="jove_content"> Enregistrements extracellulaires représentent une technique expérimentale puissante qui peut être incorporé dans presque toute la préparation expérimentale en neurosciences. Fils qui ont été implantés dans des réseaux organisés peuvent être suivis comme leurs arbres traversent le cerveau et dans leur région cible <strong>(figure 5A).</strong> Quand une petite lésion, post-expérimental est créé à la pointe de micro-fil non isolé pour créer un petit dépôt de fer du fil d&#39;acier inoxydable, on peut...

<p class="jove_content"> Des enregistrements électrophysiologiques permettent aux scientifiques d&#39;examiner les propriétés électriques des cellules biologiques. Dans le système nerveux central, où les impulsions électriques servent de mécanisme de signalisation, ces enregistrements sont d&#39;une importance particulière pour la compréhension de la fonction neurale <sup>2.1.</sup> Au cours des enregistrements unitaires dans comporter animaux, une micro-électrode qui a été inséré dans le cerveau est capable d&#39;enregistrer des changements dans la génération d&#39;un neurone de potentiels d&#39;action au fil du temps. </p><p class="jove_content"> Alors que de nombreuses techniques permettent d&#39;enregistrer l&#39;activité du cerveau, unitaire électrophysiologie est une des méthodes les plus précises en permettant la résolution au niveau du neurone unique. Lorsqu&#39;un degré élevé de spécificité spatiale est recherchée, microfils peuvent être utilisés pour cibler des sous-ensembles ou des noyaux de cellules au sein de la brain3 discrètes. Enregistrements unitaires bénéficient également d&#39;une haute résolution temporelle que les enregistrements sont précis au niveau de la microseconde. Et, <em>in vivo,</em> uneenregistrements d&#39;éveil permettent une interaction de circuits intacts, avec le milieu naturel de afférentes et efférentes projections, les influences hormonales chimique systémique et et les paramètres physiologiques. Signaux neuronaux sont dérivées de données sensorielles, des comportements moteurs, traitement cognitif, la neurochimie / pharmacologie, ou une combinaison. En conséquence, la ségrégation des, moteur, cognitif et chimiques influences sensorielles nécessite des expériences bien conçues avec risques et des contrôles efficaces qui peuvent permettre à l&#39;évaluation de chacun des influences précitées. Dans l&#39;ensemble, les enregistrements de comportement des animaux permettent expérimentateurs d&#39;observer l&#39;intégration de multiples sources d&#39;information au sein d&#39;un circuit de fonctionnement et d&#39;obtenir un modèle plus complet de la fonction de circuit. </p><p class="jove_content"> Enregistrements unitaires souffrent aussi d&#39;un certain nombre d&#39;inconvénients dont un expérimentateur doit être conscient. Tout d&#39;abord, les enregistrements peuvent être difficiles à mener. En effet, les propriétés de ee amplificateurs de headstage et les microfils implantées qui permettent spécificité spatiale et temporelle de ces enregistrements fait aussi des enregistrements sensibles à l&#39;influence de signaux électriques parasites <em>(c.-à-électrique</em> &quot;bruit&quot;). En conséquence, la capacité de résoudre les problèmes dans un système électrophysiologique nécessite une compréhension technique bien développé des principes et appareils électrophysiologiques. Il est également important de noter que, dans certaines circonstances, les signaux électriques enregistrés dans des enregistrements extracellulaires peuvent représenter la somme de plusieurs signaux neuronaux. En outre, la généralisation de l&#39;activité unitaire à l&#39;activité de la population dans une région cible peut souvent être limitée par le degré d&#39;hétérogénéité cellulaire dans la région cible (mais voir Cardin <sup>4).</sup> Par exemple, les électrodes peuvent être sollicités vers l&#39;enregistrement de neurones de sortie de forte amplitude à la place d&#39;autres cellules. L&#39;intelligibilité des enregistrements unitaires est augmentéeen combinant les enregistrements avec d&#39;autres techniques, y compris, mais sans s&#39;y limiter, électrique (orthodromique ou antidromique), de stimulation <em>(par exemple,</em> par iontophorèse ou récepteur de créateur) optogenetic ou <sup>4,</sup> inactivations neuronaux temporaires, sensorimoteurs examens <sup>5,</sup> les procédures de déconnexion, ou l&#39;immunohistochimie chimique <sup>3.</sup> </p><p class="jove_content"> Dans le protocole qui suit, nous allons énumérer les matériaux et les mesures nécessaires pour implanter un réseau de micro-fil organisée chez le rat (bien que le protocole peut être adapté pour une utilisation dans d&#39;autres espèces). La procédure et le style de tableaux fixes utilisés dans notre laboratoire ont prouvé leur fiabilité pour les enregistrements longitudinaux et peuvent supporter des enregistrements de la même neurone de plus de temps d&#39;un mois <sup>6-8.</sup> Cela rend cette procédure idéale pour examiner les réponses phasiques à des stimuli expérimentaux, les changements plastiques dans les réponses de neurones, ou de mécanismes d&#39;apprentissage et de motivation. </p>

<table>
	<colgroup>
		<col />
		<col />
		<col />
		<col />
	</colgroup>
	<tbody>
		<tr>
			<td><strong>Table 1. List of Surgical Materials</strong></td>
		</tr>
		<tr>
			<td>Gauze</td>
			<td>Fisher (MooreBrand)</td>
			<td>19-898-144</td>
			<td></td>
		</tr>
		<tr>
			<td>Cotton Swabs</td>
			<td>Fisher (Puritan)</td>
			<td>S304659</td>
			<td></td>
		</tr>
		<tr>
			<td>Nembutal (Pentobarbital)</td>
			<td>Sigma Aldrich</td>
			<td>P3761</td>
			<td></td>
		</tr>
		<tr>
			<td>Atropine Methyl Nitrate</td>
			<td>Sigma Aldrich</td>
			<td>A0382</td>
			<td></td>
		</tr>
		<tr>
			<td>Baytril (Enrofloxacin)</td>
			<td>Butler Shein (Bayer)</td>
			<td>1040007</td>
			<td></td>
		</tr>
		<tr>
			<td>Ketamine Hydrochloride</td>
			<td>Butler Shein</td>
			<td>SKU# 023061</td>
			<td></td>
		</tr>
		<tr>
			<td>Betadine (Povidone-Iodine)</td>
			<td>Fisher (Perdue)</td>
			<td>19-066452&#160;</td>
			<td></td>
		</tr>
		<tr>
			<td>Stereotax</td>
			<td>Kopf</td>
			<td>Model 900</td>
			<td></td>
		</tr>
		<tr>
			<td>Cauterizing Tool</td>
			<td>Stoelting</td>
			<td>59017</td>
			<td></td>
		</tr>
		<tr>
			<td>Dissecting Microscope</td>
			<td>Nikon</td>
			<td>SMZ445</td>
			<td></td>
		</tr>
		<tr>
			<td>Dental Drill</td>
			<td>Buffalo</td>
			<td>37800</td>
			<td></td>
		</tr>
		<tr>
			<td>Bacteriostatic Saline</td>
			<td>Bulter Schein</td>
			<td>8973</td>
			<td></td>
		</tr>
		<tr>
			<td>Jewlers Skrews</td>
			<td>Stoelting</td>
			<td>51457</td>
			<td></td>
		</tr>
		<tr>
			<td>Microwire Array</td>
			<td>Microprobes</td>
			<td>Custom (Flexible)</td>
			<td></td>
		</tr>
		<tr>
			<td>Ground Wire</td>
			<td>Omnetics</td>
			<td>Custom Plug</td>
			<td></td>
		</tr>
		<tr>
			<td>Dental Acrylic</td>
			<td>Fisher (BAS)</td>
			<td>50-854-402</td>
			<td></td>
		</tr>
		<tr>
			<td>Absorbable Sutures</td>
			<td>Fisher (Ethicon)</td>
			<td>NC0258473</td>
			<td></td>
		</tr>
		<tr>
			<td>Puralube (Opthalamic Ointment/Lubricant)</td>
			<td>Fisher (Henry Schein)</td>
			<td>008897</td>
			<td></td>
		</tr>
	</tbody>
</table>
<table>
	<tbody>
		<tr>
			<td><strong>Table 2. List of Surgical Instruments</strong></td>
		</tr>
		<tr>
			<td>2x Microforceps</td>
			<td>George Tiemann &#38; Co.</td>
			<td>#160-57</td>
			<td>Multi-use (e.g. clearing debris in skull window)</td>
		</tr>
		<tr>
			<td>2x Forceps</td>
			<td>George Tiemann &#38; Co.</td>
			<td>#160-93</td>
			<td>Multi-use (e.g. tying sutures)</td>
		</tr>
		<tr>
			<td>6x Hemostats</td>
			<td>George Tiemann &#38; Co.</td>
			<td>#105-1125</td>
			<td>Clamp and open incision</td>
		</tr>
		<tr>
			<td>1x Small scissors</td>
			<td>George Tiemann &#38; Co.</td>
			<td>#105-411</td>
			<td>Cut sutures after tying</td>
		</tr>
		<tr>
			<td>1x Tissue forceps</td>
			<td>George Tiemann &#38; Co.</td>
			<td>#105-222</td>
			<td>Holding tissue while suturing</td>
		</tr>
		<tr>
			<td>1x Needle holder</td>
			<td>George Tiemann &#38; Co.</td>
			<td>#105-1259</td>
			<td>Holding suture needle</td>
		</tr>
		<tr>
			<td>1x Scalpel holder (with #11 blade)</td>
			<td>George Tiemann &#38; Co.</td>
			<td>#105-80 (w/ #105-71 blade)</td>
			<td>Making skull incision</td>
		</tr>
		<tr>
			<td>1x # 22 Scalpel blade</td>
			<td>George Tiemann &#38; Co.</td>
			<td># 160-381</td>
			<td>Shaving scalp</td>
		</tr>
		<tr>
			<td>1x Surgical Spatula</td>
			<td>George Tiemann &#38; Co.</td>
			<td>#160-718</td>
			<td>Scraping skull to clear tissue on skull</td>
		</tr>
		<tr>
			<td>Machine/Jewelers Screws</td>
			<td>Various</td>
			<td>N/A</td>
			<td>0/80 x 1/8&#8221;</td>
		</tr>
	</tbody>
</table>
<table>
	<tbody>
		<tr>
			<td><strong>Table 3. List of Equipment for Recording Electrophysiological Signals</strong></td>
		</tr>
		<tr>
			<td>Microwire Array &#38; Connector</td>
			<td>Micro Probe, Inc. (Gaithersburg, MD)</td>
			<td>&#160;N/A</td>
			<td>Cranially implanted in target recording region. Arrays are customized based on desired wire spacing, length, etc.</td>
		</tr>
		<tr>
			<td>(Part No. Based on array characteristics)</td>
		</tr>
		<tr>
			<td>Unity-Gain Harness/Headstage</td>
			<td>M.B. Turnkey Designs (Hillsborough, NJ)</td>
			<td>Proj 1200</td>
			<td>Initial amplification of neural signal; allows for propagation of small neural signals.</td>
		</tr>
		<tr>
			<td>Commutator (&#38; Optional Fluid Swivel)</td>
			<td>Plastics One, Inc. (Roanoke, VA)</td>
			<td>SL18C</td>
			<td>Allows animals to freely rotate while propagating electrical signal to preamp</td>
		</tr>
		<tr>
			<td>Pre-Amplifier</td>
			<td>M.B. Turnkey Designs (Hillsborough, NJ)</td>
			<td>Proj 1198</td>
			<td>Differentially amplifies neural signals against a reference electrode.</td>
		</tr>
		<tr>
			<td>Filter &#38; Amplifier</td>
			<td>M.B. Turnkey Designs (Hillsborough, NJ)</td>
			<td>Proj 1199</td>
			<td>Band-pass filters and further amplifies the differentially amplified signal.</td>
		</tr>
		<tr>
			<td>Acquisition Computer</td>
			<td>EnGen (Phoenix, AZ)</td>
			<td>N/A (Custom Build)</td>
			<td>Runs software and hardware for behavioral and neural data acquisition.</td>
		</tr>
		<tr>
			<td>A/D Card&#160;</td>
			<td>Data Translation (Marlboro, MA)</td>
			<td>DT-3010</td>
			<td>Digitizes neural signals for computer sampling.</td>
		</tr>
		<tr>
			<td>Digital I/O Card</td>
			<td>Measurement Computing (Norton, MA)</td>
			<td>PCI CTR-05</td>
			<td>Acquires behavioral inputs and outputs</td>
		</tr>
	</tbody>
</table>

a procedure for implanting organized arrays of microwires for single-unit recordings in awake, behaving animals

<p class="jove_content"> <em>Dans</em> les enregistrements électrophysiologiques <em>in vivo</em> chez l&#39;éveillé, animal comporter fournir une méthode puissante pour comprendre la signalisation neuronale au niveau d&#39;une seule cellule. La technique permet expérimentateurs pour examiner le temps et régional modes de cuisson spécifiques afin de corréler les potentiels d&#39;action enregistrés avec un comportement continu. En outre, les enregistrements unitaires peuvent être combinés avec une pléthore d&#39;autres techniques afin de produire des explications détaillées de la fonction neuronale. Dans cet article, nous décrivons l&#39;anesthésie et la préparation de micro-fil implantation. Par la suite, nous énumérons les équipements nécessaires et les étapes chirurgicales à insérer avec précision une gamme de micro-fil dans une structure cible. Enfin, nous décrivons brièvement l&#39;équipement utilisé pour enregistrer de chaque électrode dans le tableau. Les tableaux de microfilaires fixes décrits sont bien adaptés pour l&#39;implantation chronique et permettent des enregistrements longitudinaux des données de neurones dans presque toutes les preparati comportementsur. Nous discutons de traçage des pistes d&#39;électrodes pour trianguler positions microfilaires ainsi que des façons de combiner microfils implantation avec des techniques d&#39;immunohistochimie afin d&#39;augmenter la spécificité anatomique des résultats enregistrés. </p>

<p class="jove_content"> Une liste de l&#39;équipement utilisé par ce laboratoire pour l&#39;enregistrement de signaux électrophysiologiques peuvent être trouvées dans <strong>le tableau 3.</strong> Après récupération de la chirurgie, simples unités sont enregistrées en branchant un headstage gain unité dans le connecteur implanté. Cette headstage est relié par un câble à un commutateur, qui est capable d&#39;une rotation libre sans interruption dans l&#39;enregistrement électrophysiologique grâce à l&#39;utilisation de bagues...

Watch this Scientific Journal Video about A Procedure for Implanting Organized Arrays of Microwires for Single-unit Recordings in Awake, Behaving Animals at JoVE.com

A Procedure for Implanting Organized Arrays of Microwires for Single-unit Recordings in Awake, Behaving Animals

<p class="jove_content"> L&#39;implantation des réseaux organisés de microfils pour une utilisation dans une seule unité enregistrements électrophysiologiques présente un certain nombre de défis techniques. Méthodes pour effectuer cette technique et l&#39;équipement nécessaire sont décrits. En outre, l&#39;usage bénéfique des baies de microfilaires organisés pour enregistrer des sous-régions distinctes de neurones avec une grande sélectivité spatiale est discutée. </p>

Une procédure d&#39;implantation de tableaux organisés de microfils pour enregistrements unitaires dans Awake, se comportant Animaux

In vivo electrophysiological recordings in the awake, behaving animal provide a powerful method for understanding neural signaling at the single-cell ...

a-procedure-for-implanting-organized-arrays-microwires-for-single

Research

JoVE Journal

Neuroscience

13.2K vues.  Rutgers, the State University of New Jersey.  L'implantation des réseaux organisés de microfils pour une utilisation dans une seule unité enregistrements électrophysiologiques présente un certain nombre de défis techniques. Méthodes pour effectuer cette technique et l'équipement nécessaire sont décrits. En outre, l'usage bénéfique des baies de microfilaires organisés pour enregistrer des sous-régions distinctes de neurones avec une grande sélectivité spatiale est discutée. 

Vidéo: A Procedure for Implanting Organized Arrays of Microwires for Single-unit Recordings in Awake, Behaving Animals

Galvanic Cells

Galvanic Cells: Construction and Reduction Potential Measurement - Procedure

Cellules galvaniques

Source: Smaa Koraym at Johns Hopkins University, MD, USA

	Constructing a Lead-Copper Galvanic CellExpand
	In this experiment, you will construct a ...

Enseignement

JoVE Lab Manual

Chimie

Lab Manual Sub Articles

Electrolytic Cells

<p>Source: Smaa Koraym at Johns Hopkins University, MD, USA</p>
<ol class="note-items">
	<li data-note-item="1" data-parent-collapse="">Electrolytic Cells<button class="expand">Expand</button>
	<p>In this experiment, you will be assembling an electrolytic cell to perform electroplating. An electrolytic cell contains an anode and cathode connected by a power source, which drives the nonspontaneous redox reaction in the cell. When the anode material is oxidized, the ions travel to the cathode, where they are reduced and plated.</p>
	<p>In the case of this experiment, the electrolytic cell contains a copper anode and a brass key for the cathode. Oxidation of the anode creates copper(2+) ions, which are then reduced on the brass key, forming a thin plating of solid copper.</p>
	<ul class="lab-items">
		<li data-sub-note-item="1-3">
		<div class="lab-step">Put on gloves, safety goggles, and a lab apron, which must be worn at all times.</div>
		</li>
		<li data-sub-note-item="1-4">
		<div class="lab-step">Obtain one 10-ohm resistor, one copper sheet electrode, one copper wire, and one piece of emery paper.</div>
		</li>
		<li data-sub-note-item="1-5">
		<div class="lab-step">Use the emery paper to polish the brass key and the copper sheet. Rinse the key and the copper electrode with water. The brass key will be the cathode, and the copper sheet will be the anode.</div>
		</li>
		<li data-sub-note-item="1-6">
		<div class="lab-step">Take one 50-mL beaker and a watch glass to the instructor&#39;s hood and obtain approximately 20 mL of acetone. Place the watch glass on top of the beaker to prevent evaporation and bring it back to your bench.</div>
		</li>
		<li data-sub-note-item="1-7">
		<div class="lab-step">Label the other 50-mL beaker as &#39;organic waste&#39;.</div>
		</li>
		<li data-sub-note-item="1-8">
		<div class="lab-step">Use a disposable pipette to rinse the copper electrode and key with acetone. Collect excess in the waste beaker. Place the key and copper electrode on a paper towel to dry.</div>
		</li>
		<li data-sub-note-item="1-9">
		<div class="lab-step">Measure the initial masses of the key and copper electrode and record their values in your lab notebook.
		<h4><strong>Table 1: Moles of Cu Transferred</strong></h4>
		<table border="1" fo:keep-together.within-page="1" fo:keep-with-next.within-page="always">
			<tbody>
				<tr>
					<td></td>
					<td style="text-align: center;"><strong>Mass of key (g) </strong></td>
					<td style="text-align: center;"><strong>Change in mass (g) </strong></td>
					<td style="text-align: center;"><strong>Moles Cu plated </strong></td>
					<td style="text-align: center;"><strong>Mass of Cu electrode (g) </strong></td>
					<td style="text-align: center;"><strong>Change in mass (g) </strong></td>
					<td style="text-align: center;"><strong>Moles Cu lost </strong></td>
				</tr>
				<tr>
					<td style="text-align: center;">0 min</td>
					<td></td>
					<td></td>
					<td></td>
					<td></td>
					<td></td>
					<td></td>
				</tr>
				<tr>
					<td style="text-align: center;">5 min</td>
					<td></td>
					<td></td>
					<td></td>
					<td></td>
					<td></td>
					<td></td>
				</tr>
				<tr>
					<td style="text-align: center;">1<sup>st</sup> 30 min</td>
					<td></td>
					<td></td>
					<td></td>
					<td></td>
					<td></td>
					<td></td>
				</tr>
				<tr>
					<td style="text-align: center;">2<sup>nd</sup> 30 min</td>
					<td></td>
					<td></td>
					<td></td>
					<td></td>
					<td></td>
					<td></td>
				</tr>
			</tbody>
		</table>
		<a href="https://www.jove.com/CDNSource/lm/labs/53/Table_1._Moles_of_Cu_Transferred.xlsx" target="_blank">Click Here to download Table 1</a></div>
		</li>
		<li data-sub-note-item="1-10">
		<div class="lab-step">Set up the electrolytic cell. Use one electrical wire with alligator clips to connect the negative terminal on the battery to the current probe. Wrap the 10-ohm resistor around the other end of the current probe.</div>
		</li>
		<li data-sub-note-item="1-11">
		<div class="lab-step">Use another wire to connect the positive terminal on the battery to the copper electrode.</div>
		</li>
		<li data-sub-note-item="1-12">
		<div class="lab-step">Wrap the copper wire around the brass key and use an electrical wire to connect the resistor on the current probe to the copper wire on the brass key.</div>
		</li>
		<li data-sub-note-item="1-13">
		<div class="lab-step">Obtain about 200 mL of concentrated copper sulfate in a 250-mL beaker. The amount does not need to be exact. Bring the beaker back to your bench and set it on the stir plate. Carefully, place a magnetic stir bar in the beaker and turn the stir setting on to high.</div>
		</li>
		<li data-sub-note-item="1-14">
		<div class="lab-step">Connect the data acquisition system to the current probe and allow the data acquisition system to sense the probe. It should return a reading in amps. Change the rate to two scans per min and the duration to 5 min.</div>
		</li>
		<li data-sub-note-item="1-15">
		<div class="lab-step">Place the brass key in the beaker. Hang it off the side of the beaker so that the key is almost completely submerged but does not touch the magnetic stir bar. <strong>Note: </strong>The copper wire should not be in the solution.</div>
		</li>
		<li data-sub-note-item="1-16">
		<div class="lab-step">Place the copper electrode in the beaker, bending it so that it hangs over the edge of the beaker. Ensure that it is not touching the stir bar or the brass key.</div>
		</li>
		<li data-sub-note-item="1-17">
		<div class="lab-step">Start the scan and let it collect data for 5 min. This will act as a test run to make sure plating occurs on the brass key.</div>
		</li>
		<li data-sub-note-item="1-18">
		<div class="lab-step">After the scan ends, remove the key and copper electrode. The copper plating on the brass key should be evident. If it is not visible, check your circuit to make sure that the battery is connected in the correct orientation.</div>
		</li>
		<li data-sub-note-item="1-19">
		<div class="lab-step">Once you have completed a successful 5-min plating, disconnect the key and copper electrode from the wiring. Remove the copper wire from the key and rinse the key and copper electrode with water and then acetone. Lay them on a paper towel to dry.</div>
		</li>
		<li data-sub-note-item="1-20">
		<div class="lab-step">Measure the masses of the key and the copper electrode and record them in your lab notebook.</div>
		</li>
		<li data-sub-note-item="1-21">
		<div class="lab-step">Reconnect the key and copper electrode and place them back in the solution like before. Restart the run on the data acquisition system, making sure that the rate is set to two scans per min. With the duration set to 30 min, allow the electroplating process to run.</div>
		</li>
		<li data-sub-note-item="1-22">
		<div class="lab-step">After the scan is complete, remove the electrode and key from the solution, disconnect them from the wires, and rinse them with water and then acetone. Allow them to dry on a paper towel, then weigh them and record their masses in your notebook.</div>
		</li>
		<li data-sub-note-item="1-23">
		<div class="lab-step">Reassemble the setup and repeat the electroplating for a second 30-min trial. When the scan is complete, remove the key and copper electrode, rinse them like before, and record their mass.</div>
		</li>
		<li data-sub-note-item="1-24">
		<div class="lab-step">Save the recorded data as a text file on a flash drive.</div>
		</li>
		<li data-sub-note-item="1-25">
		<div class="lab-step">To clean up, turn the stir setting off and remove the stir bar from the solution using forceps. Dispose of the acetone in the organic waste container provided by your instructor. The copper sulfate solution can be reused for future labs, so pour the concentrated copper sulfate back into the carboy.</div>
		</li>
		<li data-sub-note-item="1-26">
		<div class="lab-step">Rinse all of your glassware with water and return it to the instructor.</div>
		</li>
	</ul>
	</li>
	<li data-note-item="2" data-parent-collapse="">Results<button class="expand">Expand</button>
	<ul class="lab-items">
		<li data-sub-note-item="2-1">
		<div class="lab-step">First, calculate the total charge Q that flowed through the system during the different trials. One coulomb is the quantity of electricity flowing through a wire carrying 1 ampere of current in 1 s, thus Q = I x t.</div>
		</li>
		<li data-sub-note-item="2-2">
		<div class="lab-step">Review the current probe data for the first 5-min electroplating trial.<strong> Note: </strong>If the current dropped to 0 or close to 0 at the end of the trial, then the electrons stopped flowing from the copper electrode to the key. Only use the values recorded before the drop in current occurred. If the current drop to 0 early in the plating process, repeat the trial.</div>
		</li>
		<li data-sub-note-item="2-3">
		<div class="lab-step">The current varies over time, so calculate the average current, I.
		<h4><strong>Table 2: Moles of Electrons Transferred</strong></h4>
		<table border="1" fo:keep-together.within-page="1" fo:keep-with-next.within-page="always">
			<tbody>
				<tr>
					<td style="text-align: center;"><strong>Trial</strong></td>
					<td style="text-align: center;"><strong>Time (s) </strong></td>
					<td style="text-align: center;"><strong>Current<sub>average</sub> (A) </strong></td>
					<td style="text-align: center;"><strong>Total charge (C) </strong></td>
					<td style="text-align: center;"><strong>Moles (e?) </strong></td>
				</tr>
				<tr>
					<td style="text-align: center;">5 min</td>
					<td></td>
					<td></td>
					<td></td>
					<td></td>
				</tr>
				<tr>
					<td style="text-align: center;">1<sup>st</sup> 30 min</td>
					<td></td>
					<td></td>
					<td></td>
					<td></td>
				</tr>
				<tr>
					<td style="text-align: center;">2<sup>nd</sup> 30 min</td>
					<td></td>
					<td></td>
					<td></td>
					<td></td>
				</tr>
				<tr>
					<td style="text-align: center;">Total</td>
					<td></td>
					<td></td>
					<td></td>
					<td></td>
				</tr>
			</tbody>
		</table>
		<a href="https://www.jove.com/CDNSource/lm/labs/53/Table_2._Moles_of_Electrons_Transferred.xlsx" target="_blank">Click Here to download Table 2</a></div>
		</li>
		<li data-sub-note-item="2-4">
		<div class="lab-step">Use the average current over the total time to determine the total charge transferred during electroplating, Q. About 20 coulombs were transferred during the 5-min trial, and between 110 and 120 coulombs were transferred during each 30-min trial. The total charge transferred over the entire 65-min electroplating process was about 250 coulombs.</div>
		</li>
		<li data-sub-note-item="2-5">
		<div class="lab-step">Use the total charge transferred to calculate the moles of electrons plated during each trial. The moles of electrons plated equals the total charge transferred divided by the Faraday constant. The Faraday constant represents the magnitude of electric charge per mole of electrons and is determined by multiplying the charge of an electron by Avogadro&#39;s constant.</div>
		</li>
		<li data-sub-note-item="2-6">
		<div class="lab-step">Determine the moles of electrons that were transferred for the 5-min and 30-min trials.</div>
		</li>
		<li data-sub-note-item="2-7">
		<div class="lab-step">Calculate the moles of copper that were plated on the key after each trial. Similarly, determine the moles of copper lost from the copper sheet electrode.</div>
		</li>
		<li data-sub-note-item="2-8">
		<div class="lab-step">Compare the moles of copper that were lost from the electrode to the amount that was plated to the brass key. The numbers should be close.</div>
		</li>
		<li data-sub-note-item="2-9">
		<div class="lab-step">Check to see if these values match what is expected based on the number of moles of electrons that were transferred. The reduction of 1 mole of copper(2+) ions requires 2 moles of electrons to produce 1 mole of solid copper.</div>
		</li>
	</ul>
	</li>
</ol>

Electrolytic Cells: Construction and Electroplating - Procedure

Cellules électrolytiques

Source: Smaa Koraym at Johns Hopkins University, MD, USA

	Electrolytic CellsExpand
	In this experiment, you will be assembling an electrolytic cell to ...

Genetics of Organisms

<ol class="note-items"><li data-note-item="1" data-parent-collapse="">REF and WEF Fly Genetics
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="1-1"><div class="lab-step">NOTE: At your station, you should have four vials of flies. They will be labeled as male or female. They will also be labeled with the notation REF for red-eyed flies or WEF for white-eyed flies. The female vial should also be labeled virgin as these flies should be unmated for the purpose of this experiment.
</div></li><li data-sub-note-item="1-2"><div class="lab-step">Make sure you have around five flies in each vial. NOTE: You will perform crosses using these flies to determine if red or white eyes is dominant and if the trait is sex-linked. You should also have two fly anesthesia wands, a paint brush, magnifying glass, fly anesthetic, some empty fly vials, and a sheet of white paper.
</div></li><li data-sub-note-item="1-3"><div class="lab-step">Draw a line in the middle of the paper to make a male side and a female side.
</div></li><li data-sub-note-item="1-4"><div class="lab-step">Dip the fly anesthesia wand into the solution and insert it into the red-eyed female vial until the flies stop moving.
</div></li><li data-sub-note-item="1-5"><div class="lab-step">Then, dip the same wand into the white-eyed male vial until these flies are also anesthetized.
</div></li><li data-sub-note-item="1-6"><div class="lab-step">Tap the flies from the two vials onto the sheet - Females on one side and males on the other.
</div></li><li data-sub-note-item="1-7"><div class="lab-step">Check to make sure that all the flies from the female vial are female and likewise, confirm that the male flies are male.  NOTE: Males are slightly smaller and have a darker solid pigment on the end of their abdomen. Females are larger and have stripes rather than a solid spot.
</div></li><li data-sub-note-item="1-8"><div class="lab-step">If there are any male flies in the female vial, obtain a new vial as these females likely have sperm from males from their own strain and are unusable.
</div></li><li data-sub-note-item="1-9"><div class="lab-step">Now, move the five red-eyed females and five white-eyed males into a new vial using the paintbrush.
</div></li><li data-sub-note-item="1-10"><div class="lab-step">Label this vial to indicate that this is a cross between red-eyed females and white-eyed males. HYPOTHESES: Use Punnett squares to formulate hypotheses for this experiment. Consider what you will see in a few days if the white allele is dominant and there is no effect of parental sex. What if red is dominant? Under the potential offspring genotype in each box, write the expected phenotype.
</div></li><li data-sub-note-item="1-11"><div class="lab-step">To set up the reverse cross, again dip the fly anesthesia wand into the solution and insert it this time into the white-eyed female vial and then the red-eyed male vial until all the flies have stopped moving.
</div></li><li data-sub-note-item="1-12"><div class="lab-step">Tap the flies onto a sheet of white paper and check to make sure that all the flies from the female vial are female and likewise with the male flies.
</div></li><li data-sub-note-item="1-13"><div class="lab-step">Now, move the five white-eyed females and five red-eyed males into a new vial using the paintbrush.
</div></li><li data-sub-note-item="1-14"><div class="lab-step">Label this vial to indicate that this is a cross between white-eyed females and red-eyed males.
</div></li><li data-sub-note-item="1-15"><div class="lab-step">Finally, place the two tubes containing the new crosses into a rack for incubation at room temperature. NOTE: After about three days, larvae should be moving around in the vial.
</div></li><li data-sub-note-item="1-16"><div class="lab-step">Remove the 10 adult flies and dispose of them into the morgue tube containing 70% ethanol.
</div></li><li data-sub-note-item="1-17"><div class="lab-step">Now, put the tubes back in the rack and let the larvae mature until they reach the adult stage in up to two weeks.
</div></li><li data-sub-note-item="1-18"><div class="lab-step">Once all of the larvae from these crosses have matured to adulthood, anesthetize the flies in one of the tubes using the wand.
</div></li><li data-sub-note-item="1-19"><div class="lab-step">Then, on a piece of white paper, sort the flies by sex and phenotype and then record these data.
</div></li><li data-sub-note-item="1-20"><div class="lab-step">Now, repeat this process and tally the sexes and phenotypes for the second cross (steps 1 &#8211; 18).
</div></li><li data-sub-note-item="1-21"><div class="lab-step">Finally, once you have counted all of your flies, dispose of them in the morgue vial.
</div></li></ul></li><li data-note-item="2" data-parent-collapse="">Results
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="2-1"><div class="lab-step">To begin investigating your results, first compare the data you collected with the hypothesis you made using the Punnett squares.
</div></li><li data-sub-note-item="2-2"><div class="lab-step">Did your data match the simple Punnett square hypothesis where red or white is dominant and there is no effect of sex? Compare your data with other lab groups.
</div></li><li data-sub-note-item="2-3"><div class="lab-step">If your data does not match what your Punnett squares predicted, does this indicate that the gene may be sex-linked?
</div></li><li data-sub-note-item="2-4"><div class="lab-step">If the red gene were dominant and sex-linked, when we cross red-eyed females with white-eyed males, all of the offspring would have red eyes. Assuming all of the females were homozygous for the color allele, does this match your data for the first cross?
</div></li><li data-sub-note-item="2-5"><div class="lab-step">If white were dominant and the gene were sex-linked, we would see the exact opposite. So all of the flies would have white eyes. From your data, can you conclude from your first cross whether red or white is dominant?
</div></li><li data-sub-note-item="2-6"><div class="lab-step">When the reciprocal cross of white-eyed females and red-eyed males is performed, if the red phenotype is dominant, all of the females would be red and all of the males would be white. This would also confirm that the gene is specifically x-linked because white-eyed females could then only be produced in crosses with white-eyed males. Did your second cross produce any white-eyed females?
</div></li><li data-sub-note-item="2-7"><div class="lab-step">Finally, if the gene were x-linked and white was dominant, crossing white-eyed females with red-eyed males would result in all of the offspring having white eyes. Does this hypothesis fit with your second cross?
</div></li><li data-sub-note-item="2-8"><div class="lab-step">Look over your data and conclude which of the hypotheses best fits the patterns you found in your crosses. If your data does not fit with any of these, hypothesize why this might be the case.
</div></li></ul></li></ol>

Genetics of Organisms: REF and WEF Fly Genetics - Procedure

Génétique des organismes

REF and WEF Fly Genetics
ExpandNOTE: At your station, you should have four vials of flies. They will be labeled as male or female. They will also be ...

Biologie

Génétique

Extinction

<ol class="note-items"><li data-note-item="1" data-parent-collapse="">Diversity and Extinction during the Paleogene Epoch
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="1-1"><div class="lab-step">Begin this procedure by reading the extinction reading supplement that has been printed out for you. <br /><strong>NOTE:</strong> Alternatively, you may download the reading supplement at the link below.&nbsp; <a href="https://www.jove.com/CDNSource/lm/labs/24/Lab_20_Reading Supplement.docx" style="display:block;margin:20px;" target="_blank">Click here to download the extinction reading supplement</a>
</div></li><li data-sub-note-item="1-2"><div class="lab-step">Using the information contained in the extinction reading supplements pertaining to the taxa of interest and the Chicxulub impact event, make predictions for each taxon listed in Table 1. Consider whether diversity in each taxon increased, decreased, or stayed the same immediately following the Cretaceous-Paleogene boundary and later on in the Paleogene epoch. <a href="https://www.jove.com/CDNSource/lm/labs/24/Table_1_Extinction.xlsx" style="display:block;margin:20px;" target="_blank">Click Here to download Table 1</a>
</div></li><li data-sub-note-item="1-3"><div class="lab-step">Then, fill out the reasons for each of your predictions in the Contributing Factors column. HYPOTHESES: The experimental hypothesis is that many of the different taxa will show changes in diversity after the Cretaceous-Paleogene event, and again at the end of the Paleogene, with some increasing in diversity, while others decrease. The null hypothesis is that there will be no changes in diversity between taxa following the Cretaceous-Paleogene event, or at the end of the Paleogene.
</div></li><li data-sub-note-item="1-4"><div class="lab-step">Gather diversity data by going to the Paleobiology Database: <a href="http://www.paleobiodb.org" target="_blank">www.paleobiodb.org</a>.
</div></li><li data-sub-note-item="1-5"><div class="lab-step">In the center of the screen, click the yellow box labeled Download Data. Under the italicized heading, &#8220;What do you want to download?&#8221;, select Diversity over time on the left side and Comma-separated values on the right side.
</div></li><li data-sub-note-item="1-6"><div class="lab-step">Scroll down to the heading &#8220;Select by taxonomy&#8221;.
</div></li><li data-sub-note-item="1-7"><div class="lab-step">In the first box labeled 'Taxon or taxa to include', type in the name of the taxon that data is being gathered on.  NOTE: Ensure the spelling is correct.
</div></li><li data-sub-note-item="1-8"><div class="lab-step">Now, go to the dropdown menu right below that box labeled &#8220;Taxonomic resolution&#8221;, and select genera.
</div></li><li data-sub-note-item="1-9"><div class="lab-step">Under the next heading, Select by time, type Maastrichtian into the first box and Chattian in the box directly below. Make sure the dropdown menu labeled Time rule is set to major and the Temporal resolution is set to stage.
</div></li><li data-sub-note-item="1-10"><div class="lab-step">Select &#8220;Assume extant taxa range through to present&#8221;. Scroll back up to the middle of the page and click download. A save window will open.
</div></li><li data-sub-note-item="1-11"><div class="lab-step">Save the .csv file to a safe and accessible place and rename it to make it easy to identify.
</div></li><li data-sub-note-item="1-12"><div class="lab-step">Open the file and scroll down to the main dataset under Records.  NOTE: The data are arranged in reverse time order by geological stage. The second column, interval_name, gives the accepted name of the stage in question. The next two columns give the appropriate dates of the stage in millions of years before the present. The final column, number of occurrences, gives a total count of the genera extant during that geological stage as determined from occurrence of fossils.
</div></li><li data-sub-note-item="1-13"><div class="lab-step">To more easily work with this data, copy and paste each column into a new sheet. Be sure to label this sheet with the taxon in question, the data and time the data were obtained, and the data source.
</div></li><li data-sub-note-item="1-14"><div class="lab-step">Repeat this process for each of the taxa in Table 1 (steps 4 &#8211; 12). NOTE: Data from multiple taxa can be kept on the same sheet, so long as they are kept distinct and labeled appropriately.
</div></li><li data-sub-note-item="1-15"><div class="lab-step">To create line plots for each of the taxa showing the change in diversity over time, select the max_ma column and the number of occurrences column simultaneously.
</div></li><li data-sub-note-item="1-16"><div class="lab-step">In Excel, select Insert from the top toolbar and find the section labeled Charts. Select the bottom center icon, Insert Scatter Chart.
</div></li><li data-sub-note-item="1-17"><div class="lab-step">Then, select the Scatter with Straight Lines and Markers and a graph should appear. NOTE: Since the axis of this graph is in units of millions of years ago, the axis is in the reverse direction of time when put in numerical order.
</div></li><li data-sub-note-item="1-18"><div class="lab-step">To fix this, click on the green plus sign in the top-right corner of the graph and hover over Axes. This should reveal a small black arrow. Click the arrow to open up a small menu and select More Options.
</div></li><li data-sub-note-item="1-19"><div class="lab-step">This will open the Axis Options menu. Under Axis Options, click the box next to Values in reverse order. NOTE: It is also possible to change the axis scales from this menu, which can be used to eliminate the excess time that is not being analyzed in this lab. Keep any changes consistent between different graphs.
</div></li><li data-sub-note-item="1-20"><div class="lab-step">Double-click on the title at the top of the graph and change it to the taxon being represented.
</div></li><li data-sub-note-item="1-21"><div class="lab-step">Make a separate graph for each of the taxa in Table 1. Keep them organized and in one location. A separate sheet for graphs is recommended.
</div></li></ul></li><li data-note-item="2" data-parent-collapse="">Results
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="2-1"><div class="lab-step">For each graph, identify the location of the Cretaceous-Paleogene boundary and draw a vertical line through the graph at this point.
</div></li><li data-sub-note-item="2-2"><div class="lab-step">Using the information from the graphs, fill out Table 2. In some cases, it may be helpful to go back to the original dataset and compare actual values, particularly when they are small. <a href="https://www.jove.com/CDNSource/lm/labs/24/Table_2_Extinction.xlsx" style="display:block;margin:20px;" target="_blank">Click Here to download Table 2</a>
</div></li><li data-sub-note-item="2-3"><div class="lab-step">Compare these values to the predictions made in Table 1 and discuss if the original contributing factors are still likely candidates.
</div></li><li data-sub-note-item="2-4"><div class="lab-step">Using the dataset, calculate the percentage of total taxa that went extinct over the Cretaceous-Paleogene boundary using this equation.
</div></li><li data-sub-note-item="2-5"><div class="lab-step">There is an event in the middle of the Paleogene known as the Paleocene-Eocene Thermal Maximum about 55.5 million years ago. This represents a high point in temperature during the Paleogene epoch at approximately 8 &#176;C higher than today&#39;s average temperature. Does this point seem to have an effect on diversity for any of the taxa? If yes, then which ones?
</div></li></ul></li></ol>

Extinction: Diversity and Extinction during the Paleogene Epoch - Procedure

Diversity and Extinction during the Paleogene Epoch
ExpandBegin this procedure by reading the extinction reading supplement that has been printed out for ...

Ecologie

Animal Behavior

<ol class="note-items"><li data-note-item="1" data-parent-collapse="">Making Choice Chambers
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="1-1"><div class="lab-step">Before beginning the experiments, use one of the Sharpies from the lab table to trace a line around the circumference of the bottom of both bottles. One line should be 1 cm from the base of the bottle and the other should be 1.5 cm from the base of the bottle.
</div></li><li data-sub-note-item="1-2"><div class="lab-step">Use a razor blade to make a small cut in each bottle at the mark. 
</div></li><li data-sub-note-item="1-3"><div class="lab-step">Then, insert the scissors and carefully cut along the line until the bottoms of the bottles are removed completely.
</div></li><li data-sub-note-item="1-4"><div class="lab-step">Fit one bottle bottom into the other.
</div></li><li data-sub-note-item="1-5"><div class="lab-step">Tape the bottles together to make a secure chamber.
</div></li><li data-sub-note-item="1-6"><div class="lab-step">Use the razor blade and scissors to poke a hole into the center of the chamber. 
</div></li><li data-sub-note-item="1-7"><div class="lab-step">Take a piece of tape and fold the edge onto itself to make a tab and place the tape over the hole.  Note: The tab helps with easy removal and reattachment of the tape to the chamber.
</div></li><li data-sub-note-item="1-8"><div class="lab-step">Use the Sharpie to label one side of the chamber A and the other side B.
</div></li><li data-sub-note-item="1-9"><div class="lab-step">Upon receiving the colony of <em>Drosophila</em>, perform a count to make sure there are 40 living individuals in the vial.
</div></li></ul></li><li data-note-item="2" data-parent-collapse="">Geotaxis
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="2-1"><div class="lab-step">To perform a geotaxis assay, first attach a clean, empty bottle cap to each end of the choice chamber and turn the fly vial upside down onto its lid.
</div></li><li data-sub-note-item="2-2"><div class="lab-step">Open the tape flap in the center of the choice chamber.
</div></li><li data-sub-note-item="2-3"><div class="lab-step">Insert the funnel into the hole and tap all of the flies into the chamber. HYPOTHESES: The alternate hypothesis is that more flies will be moving against gravity, or up, regardless of the orientation of the choice chamber. Alternatively, if the flies are positively geotactic, then more flies will move down, or with gravity. The null hypothesis is that the flies will have no preference with regard to gravity and will move randomly within the chamber. 
</div></li><li data-sub-note-item="2-4"><div class="lab-step">Once the <em>Drosophila</em> are in the chamber, close the tape flap, rotate the chamber so that it stands vertically with side A on the bottom, and start the timer.
</div></li><li data-sub-note-item="2-5"><div class="lab-step">Immediately, count the number of <em>Drosophila</em> that are moving up and the number that are moving down. Record these data for time point 0 in the table. 
</div></li><li data-sub-note-item="2-6"><div class="lab-step">After 30 seconds, rotate the chamber so that side B is on the bottom and count the number of <em>Drosophila</em> that are moving up or down. Record these data for time point 30 in the table.
</div></li><li data-sub-note-item="2-7"><div class="lab-step">After 60 seconds, rotate the chamber so that side A is on the bottom again and record the number of moving flies for time point 60.  <a href="https://www.jove.com/CDNSource/lm/labs/15/Table_1_Animal_behavior.xlsx" style="display:block;margin:20px;" target="__blank">Click Here to download Table 1</a>
</div></li><li data-sub-note-item="2-8"><div class="lab-step">Hold the chamber over the fly vial and carefully open the cap to return all of the <em>Drosophila</em> back to their empty vial. 
</div></li></ul></li><li data-note-item="3" data-parent-collapse="">Phototaxis
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="3-1"><div class="lab-step">To perform a phototaxis analysis, first cover side A of the choice chamber with tin foil, taking care that the foil reaches to the exact center between the two sides. 
</div></li><li data-sub-note-item="3-2"><div class="lab-step">Ensure the caps are secured on both ends of the chamber.  HYPOTHESES: In this exercise, the alternative hypothesis is that more flies will be found in the light side of the choice chamber, if the flues are attracted to light, or on the dark side if they are repelled by light. The null hypothesis is that <em>Drosophila</em> will have no preference with regard to either stimulus. Therefore, equal numbers of flies will be found on either side of the choice chamber.
</div></li><li data-sub-note-item="3-3"><div class="lab-step">Open the tape flap in the center of the choice chamber, insert the funnel into the hole, and tap all 40 flies into the chamber as previously described.
</div></li><li data-sub-note-item="3-4"><div class="lab-step">Set the timer to sound an alarm at 10 minutes.
</div></li><li data-sub-note-item="3-5"><div class="lab-step">When the alarm sounds, stop the timer, and count the number of flies in the open side B of the chamber.
</div></li><li data-sub-note-item="3-6"><div class="lab-step">Subtract that number from the total number of flies added to the choice chamber to calculate the number of flies in the covered side A.
</div></li><li data-sub-note-item="3-7"><div class="lab-step">Record these data in the table for time point 10.  <a href="https://www.jove.com/CDNSource/lm/labs/15/Table_2_Animal_behavior.xlsx" style="display:block;margin:20px;" target="__blank">Click Here to download Table 2</a>
</div></li><li data-sub-note-item="3-8"><div class="lab-step">Carefully, return all of the flies back to their empty vial.
</div></li></ul></li><li data-note-item="4" data-parent-collapse="">Chemotaxis
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="4-1"><div class="lab-step">HYPOTHESES: In this exercise, the alternative hypothesis is that more flies will be found on the side of the chamber with the apple cider vinegar if the flies are attracted to the odor. Or, if the flies are repelled by the vinegar, then more of them will be found on the side of the chamber presenting the odorless water. The null hypothesis is that <em>Drosophila</em> will have no preference with regard to either stimulus and will move randomly in the chamber.  Use an individual disposable plastic pipette to dispense two drops of the apple cider vinegar onto one cotton ball for side A of the chamber. 
</div></li><li data-sub-note-item="4-2"><div class="lab-step">Use an individual disposable plastic pipette to dispense two drops of the distilled water onto a cotton ball for side B of the chamber. 
</div></li><li data-sub-note-item="4-3"><div class="lab-step">Fold two pieces of tape over themselves to create individual pieces of double-sided tape and use the tape to attach each cotton ball to the inside of the single bottle cap.
</div></li><li data-sub-note-item="4-4"><div class="lab-step">Screw the bottle caps with the cotton balls onto their corresponding sides of the chamber.
</div></li><li data-sub-note-item="4-5"><div class="lab-step">Transfer all of the flies into the chamber and set the timer to sound an alarm after 10 minutes. 
</div></li><li data-sub-note-item="4-6"><div class="lab-step">When the alarm sounds, stop the timer and record the number of flies in each side of the chamber. <a href="https://www.jove.com/CDNSource/lm/labs/15/Table_3_Animal_behavior.xlsx" style="display:block;margin:20px;" target="__blank">Click Here to download Table 3</a>
</div></li><li data-sub-note-item="4-7"><div class="lab-step">At the end of the final experiment, funnel the flies into a morgue tube containing 70% ethanol. 
</div></li><li data-sub-note-item="4-8"><div class="lab-step">Dismantle the choice chambers for recycling.  NOTE: Since all of the chemicals used in these experiments are lab safe, the liquids can be disposed of down the sink, the chambers rinsed, and the solids can be thrown away in the trash. 
</div></li></ul></li><li data-note-item="5" data-parent-collapse="">Results
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="5-1"><div class="lab-step">Gather all of the data collected for the geotaxis, phototaxis, and chemotaxis experiments.
</div></li><li data-sub-note-item="5-2"><div class="lab-step">Plot these values as bar graphs for different conditions and different time points.
</div></li><li data-sub-note-item="5-3"><div class="lab-step">Use these data to draw inferences about the behavior of <em>drosophila melanogaster</em>. 
</div></li></ul></li></ol>

Animal Behavior: Studying Taxis Behavior of Drosophila - Procedure

Comportement animal

Making Choice Chambers
ExpandBefore beginning the experiments, use one of the Sharpies from the lab table to trace a line around the circumference of the ...

Group Behavior

<ol class="note-items"><li data-note-item="1" data-parent-collapse="">The Hawk-Dove Game
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="1-1"><div class="lab-step">NOTE: In this activity, you will play the hawk and dove game with a single partner and then with multiple partners to observe hypothetical costs and benefits of the antagonist or cooperative behavior respectively. 
</div></li><li data-sub-note-item="1-2"><div class="lab-step">Before the activity starts, review the cost-benefit table so that you understand how to score the game. <a href="https://www.jove.com/CDNSource/lm/labs/33/Table_1_Group_behavior.xlsx" style="display:block;margin:20px;" target="_blank">Click Here to download Table 1</a>
</div></li><li data-sub-note-item="1-3"><div class="lab-step">HYPOTHESES: The experimental hypothesis for this exercise could be that the dove strategy will become more frequent between repeated partners, and the hawk strategy will become more frequent when interactions are with a variety of partners. The null hypothesis could be that there will be no change in strategy over time with repeat or different partner combinations. NOTE: Benefit can be determined by looking at the left column and choosing the row that corresponds to the card you played. The box that corresponds to the choice of your partner can be found in the top row. For the purposes of this game, B equals four and C equals three. So depending on the cards played, player one here, which is you, would gain a score of two, four, zero or one half. 
</div></li><li data-sub-note-item="1-4"><div class="lab-step">Collect a set of two game cards. 
</div></li><li data-sub-note-item="1-5"><div class="lab-step">Take out the cards labeled hawk and dove and place them face down on the table or conceal them in your hands. 
</div></li><li data-sub-note-item="1-6"><div class="lab-step">When the instructor gives the signal show either of the two cards to the student sitting across from you. Try to strategize how to receive the highest benefit from every interaction on your own but do not communicate with your partner. 
</div></li><li data-sub-note-item="1-7"><div class="lab-step">In the Single Partner Recording Table (Table 2) provided by your instructor, note the cards played as well as the benefit you received for that round.
</div></li><li data-sub-note-item="1-8"><div class="lab-step">Repeat showing cards to the same partner and determining benefit on your instructor&#39;s signal for a total of 15 rounds.
</div></li><li data-sub-note-item="1-9"><div class="lab-step">At the end of those rounds, the student with the highest total benefit value was determined to be the &#8220;winner&#8221;, or the most fit.
</div></li><li data-sub-note-item="1-10"><div class="lab-step">As a class, determine the percentages of hawks and doves played as well as the average benefit received for each round, using this formula: Class average benefit=(sum total benefit)/(number of players)
</div></li><li data-sub-note-item="1-11"><div class="lab-step">For the second game, and then for each round of play, one row of students should rotate to their right, leaving all players with a new partner.
</div></li><li data-sub-note-item="1-12"><div class="lab-step">Continue playing for 15 rounds or until students end up back in their starting positions, recording the data in the Multiple Partner Recording Table (Table 3) given to you by your instructor.
</div></li><li data-sub-note-item="1-13"><div class="lab-step">For each round, determine the percentages of hawks and doves played that round, as well as the average benefit received.
</div></li></ul></li><li data-note-item="2" data-parent-collapse="">Cheating and Cooperation Exercise
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="2-1"><div class="lab-step">NOTE: In this activity, you will exchange benefits, represented by colored or similar items, with your classmates. In this simulation, a cheater is defined as a person who gives fewer benefits than they receive. During this activity, you will observe the frequency of cheating behavior over time. 
</div></li><li data-sub-note-item="2-2"><div class="lab-step">HYPOTHESES: The experimental hypothesis is that cheaters will receive fewer benefits over time and cooperators will continue to provide equal benefits to one another. The null hypothesis is that the frequency of cheaters and cooperators does not change over time. 
</div></li><li data-sub-note-item="2-3"><div class="lab-step">Each person should collect beads of one color to represent a tangible benefit, as well as one paper bag and a three-ring binder.
</div></li><li data-sub-note-item="2-4"><div class="lab-step">Get into a group of three so that all members have objects of the same color.
</div></li><li data-sub-note-item="2-5"><div class="lab-step">Now find another group with a different color to pair with. In each round, partners will exchange benefits without knowing what they are receiving from their partner and without discussion within their group.  NOTE: Benefits of a different color from your starting color are worth twice as much.
</div></li><li data-sub-note-item="2-6"><div class="lab-step">Turn face to face with a member from the other group while still being able to conceal the objects in your possession.  TIP:<strong> </strong>Setting up a screen using a notebook or sitting behind a desk can be helpful here.
</div></li><li data-sub-note-item="2-7"><div class="lab-step">When given a signal from the instructor, place zero to two benefits into the paper bag and pass it to your partner.
</div></li><li data-sub-note-item="2-8"><div class="lab-step">Simultaneously, receive the bag from your partner and then remove the benefits from the bag.
</div></li><li data-sub-note-item="2-9"><div class="lab-step">Make a note of how many benefits you gave away and how many you received in the Cheating and Cooperation Table (Table 4) provided by your instructor.
</div></li><li data-sub-note-item="2-10"><div class="lab-step">Turn to a new member from the other group and repeat the exchange.
</div></li><li data-sub-note-item="2-11"><div class="lab-step">Rotate through all of the members of the other group for as many rounds as the instructor determines - which will not be revealed until the game ends so as not to alter player behavior.
</div></li><li data-sub-note-item="2-12"><div class="lab-step">Once the game has ended, note for each round in the cheating and cooperation table whether you gave more than your partner, received more from them or if you gave the same amount.
</div></li><li data-sub-note-item="2-13"><div class="lab-step">Now total up all of the benefits in your possession, with benefits you&#39;ve received from the other group being worth twice as much.
</div></li><li data-sub-note-item="2-14"><div class="lab-step">For each round, the whole class should total up the number of cheaters - with cheaters defined as those who gave less than they received.
</div></li></ul></li><li data-note-item="3" data-parent-collapse="">Results
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="3-1"><div class="lab-step">For both the single partner hawk-dove game and the multiple partners hawk-dove game, use the whole class data to plot the percentages as two separate lines - one for the percentage of hawks, and one for the percentage of doves, for each of the 15 rounds.
</div></li><li data-sub-note-item="3-2"><div class="lab-step">Take note of whether the cards played changed as more rounds were played.
</div></li><li data-sub-note-item="3-3"><div class="lab-step">Manipulate the values for B and C to see if you can find the point at which values of B and C would render the hawk strategy no longer effective (this would be the point when there is no benefit to choosing the hawk strategy over always choosing the dove strategy).
</div></li><li data-sub-note-item="3-4"><div class="lab-step">As a class, use the data from the cheating and cooperation activity to make a graph showing the percentage of rounds each individual player cheated versus the amount of benefits they ended with.
</div></li><li data-sub-note-item="3-5"><div class="lab-step">Consider whether it is better to be a cheater or a cooperator in this scenario and discuss as a class what makes this scenario different from the hawk-dove game.
</div></li><li data-sub-note-item="3-6"><div class="lab-step">Now, use the class data to graph the percentage of cheaters against the number of rounds, and look for any trends over time.
</div></li><li data-sub-note-item="3-7"><div class="lab-step">Consider which type of strategy would most likely evolve in a setting where partners interact repeatedly.
</div></li><li data-sub-note-item="3-8"><div class="lab-step">Then, note which tactic might be beneficial for a species that relies on cooperation. 
</div></li><li data-sub-note-item="3-9"><div class="lab-step">Discuss as a class what would likely happen if you increased or decreased the relative value of the benefits you receive.
</div></li></ul></li></ol>

Group Behavior: Hawk-Dove Game and Trading Exercise - Procedure

Comportement de groupe

The Hawk-Dove Game
ExpandNOTE: In this activity, you will play the hawk and dove game with a single partner and then with multiple partners to observe ...

Eusociality and Division of Labor

<ol class="note-items"><li data-note-item="1" data-parent-collapse="">Simulating Eusocial and Solitary Behavior
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="1-1"><div class="lab-step">Note: In this simulation, you will portray either a eusocial or solitary animal. The goal of this simulation is to maximize your fitness by reproducing as many offspring as possible during the allotted five minutes. To do this, you must forage for resources and reproduce within the constraints of your assigned role.
</div></li><li data-sub-note-item="1-2"><div class="lab-step">Assuming a class size of 10, 4 individuals should form the solitary, or the carpenter bee group, and the remaining 6 students should form the eusocial, or the honeybee group. Note: The eusocial honeybee group will include one queen, one drone, and four workers. The queen and the drone will reproduce and protect the resources, while the workers will forage and steal resources. The solitary carpenter bee students must perform all of the tasks in this activity, with the exception of reproduction, by themselves.
</div></li><li data-sub-note-item="1-3"><div class="lab-step">Store your resources for reproduction in the nest bowl provided by your instructor. These resources are represented by assorted beans that can be collected by foraging in the environment buckets or by stealing from other nests.
</div></li><li data-sub-note-item="1-4"><div class="lab-step">The blue cups are male and the red cups are female, and they will be used to produce offspring. This is done by combining all four bean types in one red or blue cup to symbolize the resources needed to reproduce, and then stacking one completed cup inside a cup of the opposite color that also contains one of each bean type, to simulate a mating that produces two-cup offspring, one from each parent.
</div></li><li data-sub-note-item="1-5"><div class="lab-step">To reproduce, the solitary students will need to seek out another solitary student with an opposite-colored cup. Conversely, the eusocial queen and drone always reproduce with each other. HYPOTHESES: The hypotheses for this lab activity are based on the possible benefits of eusocial groups over solitary individuals. The alternate hypothesis could be that one group, either eusocial or solitary, will have an advantage over the other, given the ecological constraints, and this will be reflected in the number of offspring per capita. The null hypothesis might be that there will be advantage conferred by either of the strategies.
</div></li><li data-sub-note-item="1-6"><div class="lab-step">If you are a worker in the honeybee group or a solitary student in the carpenter bee group, walk to the other side of the room to search through the rice on the foraging side of the room for one bean and bring the bean back to your bowl on the nest side of the room. Note: Even though this activity has a 5-minute time limit, running is not permitted. 
</div></li><li data-sub-note-item="1-7"><div class="lab-step">If a solitary student is not present at a neighboring bowl, you can try to steal one bean at a time, using a cup to scoop up the bean without touching the bean or the bowl with anything but the cup. You must immediately stop trying to steal if the solitary student makes it back to their bowl before you finish stealing. Note: Neighbors cannot steal from eusocial nests because the queen and drone do not leave their nest.
</div></li><li data-sub-note-item="1-8"><div class="lab-step">You can create offspring at any time during the activity. Remember to label each cup that is contributed to an offspring with your name to keep track of your reproduction.  Note: Eusocial groups produce two offspring for their group every time they reproduce, while solitary students produce only one offspring per reproductive coupling.
</div></li></ul></li><li data-note-item="2" data-parent-collapse="">Results
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="2-1"><div class="lab-step">If you were a solitary carpenter bee, record the number of offspring you produced in the appropriate row of the table. <a href="https://www.jove.com/CDNSource/lm/labs/36/Table_1_Eusociality_and_division_of_labor.xlsx" style="display:block;margin:20px;" target="_blank">Click Here to download Table 1</a>
</div></li><li data-sub-note-item="2-2"><div class="lab-step">If you were a part of the eusocial honeybee group, record the number of offspring produced by your queen and drone.
</div></li><li data-sub-note-item="2-3"><div class="lab-step">To calculate the fitness for a solitary carpenter bee student, simply count the number of offspring that the student produced.
</div></li><li data-sub-note-item="2-4"><div class="lab-step">To calculate the fitness for a eusocial honeybee student, divide the number of offspring produced by the queen and drone by the number of members in the group, in this case 6, to get a per-student fitness value.
</div></li><li data-sub-note-item="2-5"><div class="lab-step">When each student has calculated their respective fitness value, calculate the average number of offspring produced for each social category and plot these as a bar graph. <a href="https://www.jove.com/CDNSource/lm/labs/36/Table_2_Eusociality_and_division_of_labor.xlsx" style="display:block;margin:20px;" target="_blank">Click Here to download Table 2</a>
</div></li><li data-sub-note-item="2-6"><div class="lab-step">Next, use Hamilton&#39;s equation to analyze the data. To do this, set r equal to the degree of relatedness, B to the class average eusocial fitness, and C to the class average solitary fitness.  r * B > C
</div></li><li data-sub-note-item="2-7"><div class="lab-step">Use these results to determine if altruistic behavior should persist in your eusocial honeybee group. Discuss the variables in Hamilton&#39;s equation that may contribute to this observation. Consider circumstances under which you would expect to see different results. 
</div></li></ul></li></ol>

Eusocialité et division du travail

Simulating Eusocial and Solitary Behavior
ExpandNote: In this simulation, you will portray either a eusocial or solitary animal. The goal of this ...

Optimal Foraging

<ol class="note-items"><li data-note-item="1" data-parent-collapse="">Simulating Foraging with Artificial Habitats and Prey
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="1-1"><div class="lab-step">NOTE: The foragers will hunt for prey represented by pinto beans in four buckets of rice with varying prey densities. Without knowing what these densities are, foragers must obtain as many prey items as possible in as little time as possible. 
</div></li><li data-sub-note-item="1-2"><div class="lab-step">HYPOTHESES: In this experiment, the experimental hypothesis could be that foragers will catch the most prey in the higher prey density bucket and also spend the most time foraging there.  The null hypothesis would then be that foragers will catch an equal number of prey in each bucket and that foragers will spend an equal amount of time foraging in each patch. 
</div></li><li data-sub-note-item="1-3"><div class="lab-step">To begin the foraging activity, record the names and role of each participant at the top of the student data collection sheet.  NOTE: Before starting the experiment, the forager is allowed to become familiar with the foraging process &#8211; the following steps are a practice round. 
</div></li><li data-sub-note-item="1-4"><div class="lab-step">The forager should kneel or sit in front of the average density bucket. 
</div></li><li data-sub-note-item="1-5"><div class="lab-step">Once the timer says start, the forager may begin looking for the pinto beans representing the prey. The forager can spend as much time as they like foraging in this bucket. 
</div></li><li data-sub-note-item="1-6"><div class="lab-step">Once a prey item is located, the forager must signal that one has been found and place the prey in the cup next to the bucket.
</div></li><li data-sub-note-item="1-7"><div class="lab-step">Once they believe they have acquired most of the prey in the patch, they should tell the timer to stop the time and the practice round is over. 
</div></li><li data-sub-note-item="1-8"><div class="lab-step">To begin the simulation proper, the forager should sit or kneel in front of bucket A. 
</div></li><li data-sub-note-item="1-9"><div class="lab-step">The timer must be ready to start the stopwatch. 
</div></li><li data-sub-note-item="1-10"><div class="lab-step">The recorder should be ready to record the time each prey item is located, in addition to the time that the forager arrived at and left each bucket. 
</div></li><li data-sub-note-item="1-11"><div class="lab-step">When all parties are ready, the timer should start the stopwatch and say &#8220;start&#8221;,  and the forager should begin foraging. NOTE: The stopwatch will run through the rest of the round for buckets B and C.
</div></li><li data-sub-note-item="1-12"><div class="lab-step">As the forager signals finding pinto beans and places them in the cup next to the bucket, the timer should tell the recorder the time.
</div></li><li data-sub-note-item="1-13"><div class="lab-step">The recorder should then write the time in the student data collection sheet.  <a href="https://www.jove.com/CDNSource/lm/labs/34/Table_1_Optimal_foraging.xlsx" style="display:block;margin:20px;" target="_blank">Click Here to download Table 1</a>
</div></li><li data-sub-note-item="1-14"><div class="lab-step">Once the forager has decided to move on to the next bucket, they should tell the timer &#8220;done&#8221;, and begin moving to the next patch. 
</div></li><li data-sub-note-item="1-15"><div class="lab-step">The recorder should record the time the forager left and the time they arrived at bucket B in the student data collection sheet.
</div></li><li data-sub-note-item="1-16"><div class="lab-step">Repeat the same procedure for buckets B and C. Once the forager has completed the activity, it is time for the next forager to begin using the same procedure. 
</div></li></ul></li><li data-note-item="2" data-parent-collapse="">Results
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="2-1"><div class="lab-step">Before performing any data analysis, review the data collection sheet and compile your individual data for captured prey, foraging time, and travel time for each bucket in your student calculations table. <a href="https://www.jove.com/CDNSource/lm/labs/34/Table_2_Optimal_foraging.xlsx" style="display:block;margin:20px;" target="_blank">Click Here to download Table 2</a>
</div></li><li data-sub-note-item="2-2"><div class="lab-step">After this, calculate your individual capture rate for each bucket by dividing the number of prey captured by the sum of the foraging time and travel time and record these values in your table. Individual capture rate =  Number of prey captured / (foraging time + travel time)
</div></li><li data-sub-note-item="2-3"><div class="lab-step">To calculate your Giving-Up-Time or a GUT for each bucket, subtract the time that the last prey item was acquired from the time you left the bucket.  GUT = time forager left bucket  -  time last prey item acquired
</div></li><li data-sub-note-item="2-4"><div class="lab-step">Next, calculate the mean GUT for your foraging group and record the values in your table.
</div></li><li data-sub-note-item="2-5"><div class="lab-step">Finally, calculate your scaled GUT for each bucket by dividing the bucket GUT by your group&#39;s mean GUT. Scaled GUT =  Bucket GUT / Group mean GUT NOTE: The scaled GUT will allow class data to be pooled later on without differences in individual foragers skewing the data. 
</div></li><li data-sub-note-item="2-6"><div class="lab-step">The instructor should now compile the data into the classroom spreadsheet.  <a href="https://www.jove.com/CDNSource/lm/labs/34/Table_3_Optimal_foraging.xlsx" style="display:block;margin:20px;" target="_blank">Click Here to download Table 3</a>
</div></li><li data-sub-note-item="2-7"><div class="lab-step">Plot a bar graph of the average number of prey collected in each bucket. On the x-axis, A should represent the low prey density bucket, B should represent the medium prey density bucket, and C the high prey density bucket. Plot the y-axis as the number of prey items caught. 
</div></li><li data-sub-note-item="2-8"><div class="lab-step">Next, plot the graph of the class average scaled GUT, where the x-axis represents the buckets with varying levels of prey density and the y-axis shows the values for the average scaled GUT. 
</div></li><li data-sub-note-item="2-9"><div class="lab-step">Plot a third graph of the average time spent foraging in each bucket. 
</div></li><li data-sub-note-item="2-10"><div class="lab-step">Now review the Marginal Value Theorem (MVT) from the concepts video and examine the three graphs that you generated from your class data. Take note of whether the graphs conform to the predictions of MVT. 
</div></li></ul></li></ol>

Optimal Foraging: Foraging with Artificial Habitats and Prey - Procedure

Alimentation optimale

Simulating Foraging with Artificial Habitats and Prey
ExpandNOTE: The foragers will hunt for prey represented by pinto beans in four buckets of rice with ...

Cell Structure

<ol class="note-items"><li data-note-item="1" data-parent-collapse="">Visualizing Onion and Human Cells
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="1-1"><div class="lab-step">In this experiment you will prepare different types of cells from a plant and animal, onion and human respectively, and then visualize them under a microscope. HYPOTHESES: The experimental hypothesis is that the cells will appear different in overall shape and membrane structure, but there will be some shared similar structures, like nuclei, in both cells. The null hypothesis of the experiment is that there will be no difference in structure between the two cell types.
</div></li><li data-sub-note-item="1-2"><div class="lab-step">First, to prepare an animal cell slide, start by pouring 30 mL of distilled water into a beaker.
</div></li><li data-sub-note-item="1-3"><div class="lab-step">Then, use a glass dropper to place 2 - 3 drops of the water onto the center of a clean microscope slide.
</div></li><li data-sub-note-item="1-4"><div class="lab-step">Next, take a clean toothpick and scrape the inside of your cheek to gather cells.  CAUTION: Do not scrape your cheeks too aggressively. The scraping should not cause discomfort or bleeding. 
</div></li><li data-sub-note-item="1-5"><div class="lab-step">Put the end of the toothpick with the cheek cells onto the wetted area of the slide and mix the water and cheek cells together.
</div></li><li data-sub-note-item="1-6"><div class="lab-step">Next, add two drops of methylene blue staining solution to the wetted area of the slide and mix it in with a clean toothpick.
</div></li><li data-sub-note-item="1-7"><div class="lab-step">Let the mixture sit at room temperature for 3 minutes.
</div></li><li data-sub-note-item="1-8"><div class="lab-step">After 3 minutes have passed, use a glass dropper to add a drop of glycerol to the mixture.
</div></li><li data-sub-note-item="1-9"><div class="lab-step">Carefully, place a cover slip over the mix on the slide by first standing one end of the cover slip vertically and aligning it along to one side of the mixture. Then, carefully lower the other end of the cover slip down until the mixture is completely covered.
</div></li><li data-sub-note-item="1-10"><div class="lab-step">Finally, remove any excess liquid with blotting paper.
</div></li><li data-sub-note-item="1-11"><div class="lab-step">Next, prepare a slide of plant cells by placing five drops of distilled water into a clean watch glass.
</div></li><li data-sub-note-item="1-12"><div class="lab-step">Then, with forceps, take a thin strip of onion and place it into the water.
</div></li><li data-sub-note-item="1-13"><div class="lab-step">Apply 5 drops of safranin solution to another watch glass.
</div></li><li data-sub-note-item="1-14"><div class="lab-step">Now using a pair of forceps transfer the piece of onion from the distilled water into the safranin.
</div></li><li data-sub-note-item="1-15"><div class="lab-step">Allow the onion to soak for 30 seconds.
</div></li><li data-sub-note-item="1-16"><div class="lab-step">Then, again with forceps, move the onion back into the distilled water.
</div></li><li data-sub-note-item="1-17"><div class="lab-step">Now, place 3 drops of glycerol onto the center of a glass microscope slide.
</div></li><li data-sub-note-item="1-18"><div class="lab-step">Using the forceps again, transfer the onion into the glycerol on the slide.
</div></li><li data-sub-note-item="1-19"><div class="lab-step">Gently place a cover slip over the onion on the slide and blot away any excess liquid with a piece of blotting paper.
</div></li><li data-sub-note-item="1-20"><div class="lab-step">Next, you will visualize the slides you have prepared using a compound microscope. First, turn on the scope and set the objective lens to the lowest level of magnification.  NOTE: A compound microscope typically has two levels of magnification.
</div></li><li data-sub-note-item="1-21"><div class="lab-step">Place the cheek tissue slide onto the stage of the microscope and bring the cells into focus by adjusting the stage and using the coarse adjustment knob.
</div></li><li data-sub-note-item="1-22"><div class="lab-step">When the cells are in focus, observe the individual cells and draw what you see. Repeat these observations at medium and high magnifications adjusting the focus with the fine adjustment knob. IMPORTANT: Do NOT use the coarse adjustment knob at high magnifications. 
</div></li><li data-sub-note-item="1-23"><div class="lab-step">Next, rotate the nose piece so that the oil lens is almost in place.
</div></li><li data-sub-note-item="1-24"><div class="lab-step">Place a drop of immersion oil on top of the cover slip of the cheek cell slide.
</div></li><li data-sub-note-item="1-25"><div class="lab-step">Use the oil lens to view the cheek cells and record your observations.
</div></li><li data-sub-note-item="1-26"><div class="lab-step">Repeat these steps to view the onion plant cell, moving again from low to medium, high, and oil lenses (steps 20 &#8211; 24).
</div></li><li data-sub-note-item="1-27"><div class="lab-step">Record all of your observations and note the differences you see between animal and plant cells.
</div></li><li data-sub-note-item="1-28"><div class="lab-step">When you are finished, place the cheek cell slide and toothpicks into a diluted bleach solution. Dispose of the cover slips into a glass waste container.
</div></li><li data-sub-note-item="1-29"><div class="lab-step">Finally, turn off the microscope and clean the lenses with lens cleaning paper.
</div></li></ul></li><li data-note-item="2" data-parent-collapse="">Results
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="2-1"><div class="lab-step">Calculate the total magnification for each of the viewing levels. Remember to account for both the eyepiece magnification and the objective lens magnification. NOTE: Eye piece: 10X magnification, Objective lens: 4X, 10X, and 40X magnification
</div></li><li data-sub-note-item="2-2"><div class="lab-step">Then, identify the structural differences between plant and animal cells using the observations made under the microscope.
</div></li><li data-sub-note-item="2-3"><div class="lab-step">Label the nuclei in both cell types and then highlight or note any differences that you see between them.
</div></li></ul></li></ol>

Cell Structure: Visualizing Onion and Human Cells - Procedure

Structure cellulaire

Visualizing Onion and Human Cells
ExpandIn this experiment you will prepare different types of cells from a plant and animal, onion and human ...

Les bases

Animal Diversity

<ol class="note-items"><li data-note-item="1" data-parent-collapse="">Form and Function of Crickets and Crayfish
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="1-1"><div class="lab-step">NOTE: To observe the relationship between form and function in animals, you will be examining and dissecting a cricket and a crayfish. Each pair of students will receive one of each of these organisms. When dissecting, be sure to wear gloves, closed-toed shoes, and safety goggles. Take care when handling dissecting tools, as they may be sharp. HYPOTHESES: In this experiment, the experimental hypothesis could be that the cricket and crayfish have similar body structures because they are both arthropods, but that they will have some specific adaptations for their different habitats and lifestyles. The null hypothesis might be that the cricket and crayfish have identical adaptations and body plans.
</div></li><li data-sub-note-item="1-2"><div class="lab-step">To begin, place the cricket on its back and observe its appendages.
</div></li><li data-sub-note-item="1-3"><div class="lab-step">In Table 1, make detailed notes about your observations and try to predict the potential function of each of the forms you observe. <a href="https://www.jove.com/CDNSource/lm/labs/27/Table_1_Animal_Diversity.xlsx" style="display:block;margin:20px;" target="__blank">Click Here to download Table 1</a>
</div></li><li data-sub-note-item="1-4"><div class="lab-step">Do the same with the wings of the cricket if they are present.
</div></li><li data-sub-note-item="1-5"><div class="lab-step">Consider how the structure of the wings benefits the cricket. 
</div></li><li data-sub-note-item="1-6"><div class="lab-step">If the cricket does not have wings, consider the reasons behind their absence. 
</div></li><li data-sub-note-item="1-7"><div class="lab-step">If the cricket is female, it will have an ovipositor. This can be observed as a long dark tube protruding from the posterior end and it is used to deposit eggs.
</div></li><li data-sub-note-item="1-8"><div class="lab-step">Consider why the ovipositor is useful. 
</div></li><li data-sub-note-item="1-9"><div class="lab-step">Next, flip the cricket over onto its back and observe the mouth parts under a microscope. NOTE: Use a probe to move structures when necessary.
</div></li><li data-sub-note-item="1-10"><div class="lab-step">Make a hypothesis about the size and type of prey the cricket consumes based upon your observations.
</div></li><li data-sub-note-item="1-11"><div class="lab-step">Continue to examine the external parts of the cricket, making hypotheses about their function until you have filled at least five rows in the table with your observations.
</div></li><li data-sub-note-item="1-12"><div class="lab-step">Using tweezers to hold the cricket down, carefully remove the wings and legs from the body with the scissors.
</div></li><li data-sub-note-item="1-13"><div class="lab-step">Next, position the body of the cricket so that its underside is facing down.
</div></li><li data-sub-note-item="1-14"><div class="lab-step">Again with the scissors, cut the thin outer exoskeleton from the anus to the head trying not to damage any of the organs underneath.
</div></li><li data-sub-note-item="1-15"><div class="lab-step">Use the tweezers to open the incision and dissecting pins to hold open the exoskeleton.
</div></li><li data-sub-note-item="1-16"><div class="lab-step">Next, use the water pitcher to carefully add water to the Petri dish until it reaches just below the top edge. This should make the exposed organs of the cricket easier to see.
</div></li><li data-sub-note-item="1-17"><div class="lab-step">Move the Petri dish to the stage of the dissecting microscope and turn on the light.
</div></li><li data-sub-note-item="1-18"><div class="lab-step">Use the cricket figure as a reference and observe the organs under the dissecting microscope. Where necessary, use the probe to move organs that may be blocking others.
</div></li><li data-sub-note-item="1-19"><div class="lab-step">Identify as many internal structures as possible and fill out the form and predicted function for at least three internal structures.
</div></li><li data-sub-note-item="1-20"><div class="lab-step">Next, you&#39;ll observe the outer and inner structures of the crayfish. Begin with the crayfish on its back and observe the appendages.
</div></li><li data-sub-note-item="1-21"><div class="lab-step">In Table 1, take notes about the structures you notice.
</div></li><li data-sub-note-item="1-22"><div class="lab-step">Observe the tail. Devise a hypothesis for its jointed structure. Consider how a crayfish moves in its environment.
</div></li><li data-sub-note-item="1-23"><div class="lab-step">Next, with the crayfish still on its back, look for the swimmerets under its tail.  NOTE: If the crayfish is male, the swimmerets nearest the legs are long extending between the legs. These are specialized reproductive structures that transfer sperm to the female. Females do not have these long structures, but instead have swimmerets that store developing embryos.
</div></li><li data-sub-note-item="1-24"><div class="lab-step">Consider the benefits of this strategy. Be sure to observe both a male and female crayfish, checking with neighboring students to identify these structures.
</div></li><li data-sub-note-item="1-25"><div class="lab-step">Next, observe the mouth parts of your crayfish using a probe.
</div></li><li data-sub-note-item="1-26"><div class="lab-step">Based on these structures, make a hypothesis about the size and type of prey you think crayfish consume.
</div></li><li data-sub-note-item="1-27"><div class="lab-step">Before beginning the dissection, be sure to fill in Table 1 with at least five external structures you observed in the crayfish along with their predicted function. With the organism lying legs down, use scissors to cut an incision in the exoskeleton from the tail to between the eyes. Take care to not disturb the organs underneath.
</div></li><li data-sub-note-item="1-28"><div class="lab-step">Next, remove the carapace as demonstrated in the video.
</div></li><li data-sub-note-item="1-29"><div class="lab-step">Open the tail and use the pins to secure the exoskeleton down to the dissecting tray exposing the organs.
</div></li><li data-sub-note-item="1-30"><div class="lab-step">Observe the organs first with the naked eye. Use the figure to identify the different body parts of the animal.
</div></li><li data-sub-note-item="1-31"><div class="lab-step">Then, if there is enough space on the stage, place the dissecting tray with the crayfish under the dissecting microscope to view these structures more closely.
</div></li><li data-sub-note-item="1-32"><div class="lab-step">Fill out at least three rows of Table 1 with these observations and predicted functions of internal structures in the crayfish.
</div></li></ul></li><li data-note-item="2" data-parent-collapse="">Results
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="2-1"><div class="lab-step">To analyze the data, first separate into groups. Within your groups, compare observations from your tables.
</div></li><li data-sub-note-item="2-2"><div class="lab-step">Using these observations, create class predictions that relate the observed forms to the hypothesized functions for both the cricket and the crayfish. As a group, fill out Table 2 with at least five of these predictions and discuss how you would go about testing these hypotheses. <a href="https://www.jove.com/CDNSource/lm/labs/27/Table_2_Animal_Diversity.xlsx" style="display:block;margin:20px;" target="__blank">Click Here to download Table 2</a>
</div></li><li data-sub-note-item="2-3"><div class="lab-step">Compare the internal and external structures you observed in the cricket and crayfish. Fill out Table 3 with similarities and differences you noticed in the structures of these organisms. <a href="https://www.jove.com/CDNSource/lm/labs/27/Table_3_Animal_Diversity.xlsx" style="display:block;margin:20px;" target="__blank">Click Here to download Table 3</a>
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