Effect of Stimuli on Learning Abilities in Termites. Meher Pandher. Biology Extended Essay. Word Count: 3305

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1 Effect of Stimuli on Learning Abilities in Termites Meher Pandher Biology Extended Essay Word Count:

2 Table of Contents Abstract... pg 3 Introduction...pg 3 Materials and Methods... pg 5 Results...pg 7 Discussion...pg 15 Literature Cited... pg 19 Appendix... pg 20 2

3 Abstract Stimuli have been shown to have a significant effect on learning capabilities in humans. What environment should people be in if they want to have an optimal studying environment? Outside conditions play crucial roles in enhancing and deterring learning abilities. In order to bring this problem to a lab setting, termites were used as model organisms to test the effect of different stimuli on learning abilities. By exposing these termites to heat, cold, water, and light, and then making the termites follow a set pattern, the ability of specific stimuli to have a discernable impact on learning proficiency was determined. Termites have been shown to follow the ink of a red pen because the ink contains a chemical compound similar to that of a termite s pheromones. That is why the termites were exposed to a pre made pattern drawn with red pen and the amount of time it took them to find and follow the pattern was used to draw conclusions. The results indicated that termites do indeed have an increased ability to locate and follow the pattern when exposed to certain stimuli, so it can be inferred that they may also have preferred learning conditions. In other words, stimuli positively impact the insect s ability to pick up new skills, and may positively impact human s ability as well. Introduction Stimuli have been shown to have a significant effect on learning capabilities in humans, but what is the ideal learning condition? What kind of environment should people be in if they want to have an optimal studying environment? Outside conditions play a crucial role in enhancing and deterring learning capabilities. Scientists have found that extreme exposure to hot and cold temperatures seem to have a negative effect on students performing a given task. (Busch, Nadler & Pilcher, 2002) The duration of exposure and duration of the task also impacted the student s cognitive ability. As the duration of both variables increased, the students experienced a differential effect on their performance. The results of this experiment indicate that intensive exposure to both hot and cold temperature have a negative impact on performance and that other variables, such as duration of exposure, may change this relationship. Other stimuli also affect learning capabilities in both animals and humans. For example, sound is shown to have an impact on visual learning and identification. (Kim, Seitz, & Shams, 2006) Scientists in California and Massachusetts tested to see whether audio visual training of a group of subjects would 3

4 improve their learning capabilities as opposed to just a visual training. They found that multisensory training played the largest role in the subject s perceptual processing and improved their learning capabilities the most over the training session. The scientists concluded by stating that the multisensory training could be used for the acquisition of new skills and improvement of the yield of efficient learning of sensory information. This can be tied back to the termites tested in this experiment. By exposing these termites to certain stimuli, like heat, and cold, it can be determined whether certain stimuli have a discernable impact on their learning proficiency. The termites were exposed to a set pattern, and the amount of time it takes for them to find and follow the pattern was used to draw conclusions about the effect of the different learning environments they were put through. Termites are fond of certain conditions already. They are known to be partial to a warm and dark environment (Cabrera & Rust, 1996) so these factors were taken into consideration when forming the hypothesis. Termites are also known not to like cold environments, and their productivity slows down in temperatures under room temperature. (Henderson, 2012) Termites are the perfect model organisms because they are attracted to the chemicals found inside red BIC pens. These chemicals are similar to the pheromones secreted by termites when they need to signal to other termites where a particular food source is. They lay down a temporary pheromone trail so that other termites can follow their path. Since a similar chemical is found in red pens, termites also follow the line of a red pen. This method was used to create a maze for the termites without having to go through the trouble of physically constructing one. Instead, the amount of time it took for the termites to find and follow the red line was separately measured. (NA, 2013) With all of this in mind, the extent to which stimuli enhance or deter the learning capabilities of 4

5 termites will be tested. Based on the readings, if the experiment is carried out correctly, then heat and light will enhance the learning capabilities of termites while cold and water will deter their learning capabilities. Methods and Materials Materials in the project were: water, plastic micropipettes, ice cubes, small plastic containers, worker termites, glass jars, decomposing wood and dirt, cheesecloth, rubber bands, red pen, paper, lab tape, ruler, forceps, foil tray with high edges (to keep termites in a contained area), and a flashlight. The independent variables were the different stimuli: heat, cold, light, and water. The dependent variable was the time it took for the termites to find and follow the ink pattern. The control was the termites exposed to no stimuli. Constants included the ink pattern, the stopwatch used to time the termites, the type of termites used, the food provided to the termites, the pen used, the foil tray in which the pattern was placed, and the starting point. There were 5 replicates per variable. The initial plan was to make a maze out of tubing for the termites to go through. The application of a maze with cardboard sides was also considered as an alternative. However, the problem was the construction of such a maze. It would take a lot of time and resources. As a result, a different plan was formed to achieve the same result but with greater ease. A plain sheet of white paper with a circular pattern drawn by a red pen was used instead. Since the termites are attracted to the chemicals in the pen, it was an economically friendly and decidedly less frustrating way to create a maze like feature for the project. In the beginning, a more complex maze was planned out for the termites to follow, but after some trial runs, it was apparent that it was too complicated for the insects. After a couple of other trials, a simple circular pattern was settled upon because it would accessible to the termite at whatever 5

6 point on the line it decided to start. First, a circular pattern was drawn on a piece of white printer paper with a red BIC roundtip pen. The paper was then placed in a foil tray to contain the termites. 5 termites were individually placed on the starting dot, and the amount of time it took them to find the ink pattern and follow the pattern were timed and recorded. Then 5 termites were individually exposed to a flashlight on high beam for 1 minute, and then sent to run through the ink pattern. Next, 5 water droplets were dropped onto 5 termites individually, and the termites were then sent through the ink pattern. Then a hot water bath and a cold water bath were prepared. Water in the hot water bath was set to about 40 degrees celsius while water in the cold water bath was set to approximately 10 degrees celsius. The precision of these temperatures was estimated because a glass, manually read thermometer was used. 5 termites were individually placed in a small plastic container which was then set in the hot water bath for 20 seconds, and the same was done for the cold water bath. These termites were then also made to run through the ink pattern while data was collected. The precision of the time recorded by the timer was accurate to the milliseconds. The quantitative data was the amount of time it took the termites to find and run through the pattern. Afterwards, means and standard deviations were used to further analyze the data. Results Table 1: Mean and Standard Deviation of Raw Data Trials Average of how Standard Average of how Standard long it takes deviation of how long it takes Deviation of how termites to find long it takes termites to go long it takes the pattern termites to find through the termites to go 6

7 (seconds) pattern pattern once (seconds) through the pattern once Control Water Light Heat Cold Table 2: Qualitative Data Trials Observations Control termites behaved as usual some took very long times to find the patterns while others found it very quickly Water termites often stopped in the middle of their runs to rub their antennae together termites moved more vigorously after being hit with a water droplet water droplets rolled right off the termites backs sometimes, a water droplet would get onto the paper with the ink pattern and the wa stain would cause the termites to pause and scope it out before continuing with their r 7

8 Light termites often flipped onto their backs and frantically waved their legs when expose the flashlight moved around a lot to get out of the light Heat termites often flipped onto their backs and frantically waved their legs when expose the hot water bath as their time in the hot water bath passed, termites grew increasingly frantic Cold termites either moved very slowly or stopped moving when exposed to the cold wate bath termites also remained stationary for some time once put on the paper with the ink pattern Table 3: Control Raw Data Trials How long termites take to find the ink pattern (seconds) (+/ 0.01 sec) How long termites take to go through the pattern once (seconds) (+/ 0.01 sec)

9 Table 4: Water Raw Data Trials How long termites take to find the ink pattern (seconds) (+/ 0.01 sec) How long termites take to go through the pattern once (seconds) (+/ 0.01 sec) Table 5: Light Raw Data Trials How long termites take to find the ink pattern (seconds) (+/ 0.01 sec) How long termites take to go through the pattern once (seconds) (+/ 0.01 sec)

10 Table 6: Heat Raw Data Trials How long termites take to find the ink pattern (seconds) (+/ 0.01 sec) How long termites take to go through the pattern once (seconds) (+/ 0.01 sec)

11 Table 7: Cold Raw Data Trials How long termites take to find the ink pattern (seconds) (+/ 0.01 sec) How long termites take to go through the pattern once (seconds) (+/ 0.01 sec)

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14 Graph 1: Graph 2: 14

15 The lines on both graphs indicate the standard deviation for each data set, thus representing the amount of error per recorded average. The average of the data sets was taken to find a number that would show the trend of all the trials, and the standard deviation was taken to see how far away the trials were from the mean. The higher the standard deviation, the more inaccurate the results. Discussion The results do support the hypothesis because both Graphs 1 and 2 indicate that there was a difference between the stimuli runs times and the control runs times. This means that stimuli do indeed impact learning abilities in termites. There are stimuli that affected the range of time it took for the termites to find and follow the pattern more than others. This data alone shows that all stimuli tested had some sort of positive, neutral, or negative on the termites ability to find and run through the ink pattern. What needs to be taken into account to analyze the different impacts of the stimuli is the amount of positive impact the stimuli have on the learning environment. The two graphs show that the amount of time it takes the termites to actually find the red line varies more than the time it takes the termites to run through the pattern once. This may be because once the termites find the red line, they all possess the same ability to follow the line. Nonetheless, Graph 2, although the results may not be as telling as Graph 1, still indicates the difference in the times for the termites exposed to the variables. On the other hand, Graph 1 reveals that stimuli have a more prominent effect on the termites abilities to physically detect the red line on the paper. Light and heat seemed to enhance the termite s learning abilities the most, with light being the most prominent factor. The light and heat variables across 15

16 both graphs have the lowest standard deviations as well, leading to the belief that these variables are also the most accurate of the lot. One noteworthy observation made was that light seemed to send the termites into a panicked frenzy. Often, when exposed to the flashlight, the termites would flip over and move their legs frantically or vigorously to look for a way out of the blinding glow. Termites are known to generally dislike light and prefer to stay in dark, damp, warm environments. It can be inferred that the light stimulated the termites into an active state, making it easier for them to scope out and locate the red ink pattern. The same thing applies to the termites that were exposed to heat. Although they are known to prefer warm climates, they are not used to sudden heat. The temperature of the hot bath was significantly higher than the room temperature, something the termites were not used to. As a result, they also began to panic once exposed to the heat, and therefore had an easier time locating the red line. On the opposite end, there were also some variables that provoked no or negative change in the termite s learning abilities. The hypothesis predicted that both the cold and water would provoke the termites into a slower state and prevent them from finding and following the ink pattern quickly. This held partially true, since the cold variable did make the termites move slower. However, the results make the data on the water variable inconclusive since it seems from the graphs that water drops made the termites run at the same speed as or slightly faster than the control termites. This may be because the physical jolt of the water droplet hitting their bodies provoked them into activity, shown by the qualitative data results. As for the cold variable, although termites are known to like cooler environments, they tended to move slower once placed in the cold water bath. The termites did not panic when put in the ice bath, and instead exhibited limited movement. Also, some termites did not even start moving right away once put on the starting line for the pattern after being exposed to the cold water bath. One likely possibility is that the cold temperatures, compared to the other variables, 16

17 reduced the termite s capabilities for movement. On the same note, termites are used to water and are actually inclined to a moist environment, so the water did not affect their learning capabilities to the extent that the heat and light did. However, it can be possible that the impact of the water droplets falling onto the termites rather than the exposure to water itself may or may not alter their learning capabilities, but this cannot be said for sure and other tests need to be conducted to ascertain this possibility. Despite the conducive results, this data cannot be wholeheartedly relied upon because of the complexity of the brain of an organism. How can this experiment ascertain that the termites are actually learning, picking up a skill? What if this experiment just shows the termite s reaction to different stimuli, not their learning capabilities? In order to find out the answer to these questions, further experiments should be conducted to see if the termites can retain the knowledge that is imparted to them with the presence of certain stimuli. Also, since termites are animals, and animals cannot be guaranteed to cooperate 100% of the time, the standard deviation is also something to take note of. Although the standard deviation is not large, it is not so small either completely rely on the data. This experiment is just one building block in a whole realm of possibilities. The bigger picture resides in human s behavioral tendencies, and the optimal environment for humans to obtain the maximum amount of knowledge possible. This experiment tests the most basic principal of the larger spectrum: the impact of stimuli on basic learning abilities. It implies that stimuli that organisms are not used to often induce movement and activity that make it easier for organisms to pick up new information. On the other hand, stimuli found on the other extreme (like cold for termites) can inhibit an organisms learning abilities. However, beyond these possibilities lie different types of learning, different stimuli, and other internal and external factors that have not been accounted for in these tests. The next 17

18 step would be to test if stimuli affects termite s ability to not only obtain information, but perhaps retain it. A way to do this would be to see if the same termites are able to follow the maze pattern multiple times after being repeatedly exposed to the same stimuli. It would be interesting to see if the termites exposed to light and heat were still able to retain their memory of the pattern and find and follow it faster with each trial. After all, if the experiment is brought to a higher level, what good is it to humans to learn new abilities if they cannot even retain the information? Conclusion Overall, the experiment indicates that stimuli affect termites abilities to find the red ink pattern more than they impact their ability to move through the pattern. Also, stimuli that termites are most unfamiliar and uncomfortable with tends to decrease the amount of time it takes the termites to find the pattern, indicating that stimuli that organisms are unaccustomed to lead to an increase in their ability to learn new information. Literature Cited Cabrera, B., & Rust, M. (1996). Behavioral responses to light and thermal gradients by the western drywood termite (isoptera: kalotermitidae).ingentaconnect, 25(10), Retrieved from 18

19 Henderson, G., (2012). Termites under the weather. Louisiana Agriculture. Retrieved from +the+weather.htm Lewis, V. R., (2013). Pest of Homes, Structures, People, and Pets. Retrieved from Pilcher, J. J., Nadler, E., & Busch, C. (2002). Effect of hot and cold temperature exposure on performance: A meta analytic review. Taylor & Francis, 45(10), Retrieved from 09/R pdf Seitz, A., Kim, R., & Shams, L. (2006). Sound facilitates visual learning. Science Direct, 16(14), Retrieved from (2013). Termites and Pheromones for Control. Retrieved from control.com/methods/approaches/termites pheromones for control/ Appendix Sample Calculations Mean = sum of data/ # of data / 5 =

20 Standard Deviation = = ( )² + ( )² + ( )² + ( )² + ( )²/ (5 1) = ( ) / 4 = =