In The Experiment, Students Conditioned Planaria To Either

This experiment was performed to observe the taxis and kinesis of certain organisms. This is important because the organism’s survival and ability to reproduce depends on how they orient to stimuli using senses. We investigated the behavior of pill bugs to determine if they’ll move towards or away from the vinegar through smell. If I place pill bugs in a behavior tray with different chambers, then they’ll move away from the chambers that contains vinegar. A behavior tray with 5 chambers is used and 2 were control while the other 2 has cotton balls with a few drops of vinegar on it. 5 pill bugs are positioned in the center of the chambers and is covered with a transparent cover to observe the organisms for 10 minutes. Results had shown the class

1. To assess the effect of caffeine on persistence researchers assign their participants to a group that gets a non-caffeinated beverage or a group with a caffeinated beverage. They measure how much time the participants spend on a difficult puzzle.

The purpose of this experiment was to see if caffeine had an effect on the heart rate of Daphnia (water fleas) by observing them under the microscope and recording their heart rate over a period of time in concentrations of caffeine. Caffeine, which is a stimulant drug rttused in coffee, tea, Red Bull and Pro-plus, causes increased amounts of stimulatory neurotransmitters to be released. As caffeine is a stimulant, a prediction was made that caffeine would increase the heart rate of the Daphnia.

An independent samples t-test was conducted to examine the difference between experimental conditions on test performance. The results indicated a significant difference between participants who consumed the caffeinated beverage and participants who did not, with participants in the caffeinated group (M = 7.64, SD = 2.41) performing worse than participants in the non-caffeinated group (M = 9.81, SD = 3.16), t (97) = 2.14, p < .05.

The objective of this investigation was to observe the affect of caffeine on the heart rate of a Daphnia (water flea), by observing the specimen under a microscope for a set period of time while in an environment of concentrated caffeine. By using a microscope, the collection of data regarding the heart rate of the how to make a line graph in word Daphnia was possible. Drinks such as coffee, Red bull, MONSTER and Coca-Cola contain high amounts of caffeine, causing the consumer to increase their amounts of stimulatory neurotransmitters (this is a chemical in the brain sent throughout the body telling your heart to beat, your lungs to breathe, and your stomach to digest). As caffeine is a stimulant, it is predicted that the drug will increase the Heart Rate of the Daphnia. Caffeine will be used in this experiment with concentrates of black coffee.

The experiment was conducted using adult male Sprague-Dawley rats from the Charles River Laboratories in Hollister, California. The rats were housed in cages, two rats per cage, for a 12 hour light/dark cycle. The investigation began by combining the use of lateral

Various studies have been conducted in attempts to connect the use of caffeine with increased endurance levels. Graham and Spriet (1995) conducted a double-blind test involving eight endurance runners. Each participated in a control test previous to the study in which they ran a prescribed distance, to the point of exhaustion. All ate similar meals and abstained for caffeinated substances previous to the trials. Over a four-week period, each runner returned to the laboratory to run the prescribed distance while intravenously being given varying doses of caffeine. A blood and oxygen sample was collected every fifteen minutes during the run in order to record the time span until physical exhaustion was reached. The results confirmed that low doses of caffeine caused a drastic increase in endurance levels, while not altering the epinephrine (or adrenaline) levels. Also, large doses of caffeine caused great increases in plasma epinephrine levels while only slightly altering the endurance levels. This test, therefore, supposes that small doses of caffeine, when compared to

The two groups exhibit differents behavior (fugure 1). Indeed, the control group, act appropriately on the maze. The Crayfish explored the maze in considerable amount of tio=me in order to exit out. Through repetitions, the time of completion of the T-maze decreased. On the other hand, the experimental group (serotonin injection) took longer to complete the maze. The time of completion of the T-maze increased after serotonin has been injected.

The experiment lasted 15 consecutive days. During the experiment, the rats were placed into 12 identical operative chambers which was used for all behavioral training and testing. Each chamber had an automatic retractable lever

Planaria are free living flatworms form the class Turbellaria (Caitlin 2015) which is a class platyhelminthes who are mostly aquatic and have cicilia on the body survive. Planaria are ideal subjects because they are bilateral symmetrical and because they have a synaptic nervous system (Caitlin 2015). Planaria have also demonstrated the ability to learn through classical conditioning (Shank 2002) which is a learning process in when two stimuli are repeatedly paired in this case the stimuli were the light and the electric shock. It is very important to cut the planarian after they have been properly trained to learn that a flash of an LED light means that they will be shocked.

Some planaria were larger than others and less able to turn around during trials easily. There were some cases where some planarian had even asexually reproduced, which could also affect the performance of the planaria in trials. This could possibly be fixed by attempting to acquire planaria of about the same body frame or adjusting feeding amounts depending on their size as well as perhaps removing one of the asexually reproduced planaria to continue trials. Another limitation could be the amount of time the caffeinated planaria group was kept in the caffeine. It was mentioned that the planaria were kept in the caffeinated water for about 72 hours prior to training. Possibly, leaving it in for a longer amount of time could have produced a more significant difference between the caffeinated group and the regular

Protocol 1: Could we paint each patterned cue all with the same non-toxic LED paint, so that the animals have to learn the patterns of the cue to determine location, as opposed to the color of the light and the cue of the pattern to determine location. Instead of using the large LED lights could we use blacklight flashlights? The objective of this study would be to provide more information regarding if the animals in the original experiment were using the color light cues or the pattern cues to determine location. The purpose of this study would be assessing learning of visual patterns of cues, as opposed to light color and cue, because that would be the feature of the stimulus the animal must learn to locate the correct escape tunnel. Additionally, unlike the original study where only 4 of the escape tunnels had cues, would we want all of our escape tunnels to have cues?

This experiment studied the effects of caffeine on the reaction time of a number of students. It was done with 12 individuals who all selected their own source of caffeine to use for the testing. The three main caffeine sources were V energy drink, coffee and red bull. The reaction times of these students were recorded before and after drinking the caffeine in order to obtain results on the effect that caffeine had on the individual. This was done by using an online reaction test where students were to click on a button each time the green traffic light appeared. The results indicated significant differences in the reaction times of the students’ pre and post caffeine intake. Therefore, the experiment showed that caffeine did have an impact on the reaction time of the student after consuming caffeine. This report allows comparison of the mean scores of the 12 groups using tables and graphs to clearly indicate the differentiation of each result.

The signature phenomena of cue competition in conditioning are overshadowing and blocking. In overshadowing (Pavlov, 1927), when two cues are redundant predictors of the same outcome, less is learned about either than when it is the sole predictor of the outcome. In blocking (Kamin, 1969), training with a single cue reduces (blocks) learning about a second, redundant cue added later. Several studies have looked for blocking or overshadowing of geometric information by features (for a review, see Cheng & Newcombe, 2005). Most studies have concluded that a predictive feature near a goal does not block learning about the shape of an enclosure (e.g., Hayward, Good, & Pearce, 2004; Pearce et al., 2001; Wall et al., 2004). Moreover, in contrast with the expected competition between cues, geometry is sometimes learned better in the presence than in the absence of informative features. Pearce et al. (2001), for example, found that a beacon improved learning about the geometry of a triangular water tank. Other researchers have come across hints of this same phenomenon (e.g., Hayward et al., 2004; Hayward, McGregor, Good, & Pearce, 2003). Using a geometrically unambiguous kite-shaped water tank, Graham, Good, McGregor, and Pearce (2006) demonstrated in rats substantial potentiation of geometry learning by a feature. Kelly and Spetch (2004a, 2004b) also found clear evidence of potentiation of geometry learning by a feature in an operant task in which people and pigeons were

For this experiment, one woodlice was placed in a maze and was forced to go left or right by placing Perspex blocks to obstruct the opposite turn to that chosen: this forced turn and the next freely chosen turn the woodlice made were recorded. The experiment was then repeated with 14 other woodlice; however, to avoid any of the woodlice following the path of the previous subject, for each new woodlouse the maze was randomly reorganised and the initial forced left or right turn was alternated.