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Shlichta, J. G.

Publications and source records attributed to Shlichta, J. G..

2 recordsLinked to original sources

Heat stress and the temporal dynamics of insect growth

Temperature affects rates of ingestion, growth and other key processes in insects and other ectotherms, a relationship described by the thermal performance curve. But the history of temperature exposure can cause stress or acclimation responses, altering the relationship between current temperature and performance. The temporal dynamics of such time-dependent effects for ectotherm growth are poorly understood. We quantify how growth and ingestion change over time at different constant temperatures during the final larval instar for two thermal-generalist insect species, Pieris rapae L. and Manduca sexta L. Initial growth rates were greatest at higher temperatures for both P. rapae (29-35 {degrees}C) and M. sexta (34-38 {degrees}C); but growth rates at higher temperatures declined over time. As a result, the optimal and maximal temperatures for growth declined over time (2-4 days) in both species. Unlike P. rapae, M. sexta could maintain growth and survival to wandering and pupation at temperatures above 35 {degrees}C. For M. sexta larvae at 40 {degrees}C, ingestion continues even as growth declines, suggesting that post-ingestive processes limit growth rates at these high temperatures. Our results show how time-dependent effects at higher temperatures develop over hourly to daily time scales, with important consequences for understanding and modeling organismal responses to heat waves and extreme temperature events.

ecology↗

Public exams provide opportunities for deeper thought with less anxiety

Assessment methods across post-secondary STEM education are traditionally constrained by logistics and likely contribute to the widespread inequities in STEM education outcomes. As part of attempts to improve and diversify the methods used in assessment, the authors have developed a flexible and low-tech style known as public exams based in educational best practices. Public exams attempt to authentically involve students into the process of assessment through the use of pre-released portions of the exam. Using mixed-methods research techniques at a closely matched pair of institutions (a research-intensive university and a community college classroom), we observed signals of positive impact from the public exam on student learning experiences. Public exams appear to promote deeper thought, to direct students more efficiently to the core concepts in the discipline, and to decrease student anxiety around exams. The public exam experience does not show evidence for exacerbating gaps in exam outcomes for students from underrepresented backgrounds. This suggests that public exams are worth deeper investigation as an evidence-based and effective assessment style.

scientific communication and education↗