When we teach students how to write papers, we take it for granted that they have already absorbed the basic format of a scientific article from their reading of the primary literature. They should be familiar with abstract-intro-methods-results-discussion-references, for example, and the content that goes into each section in order to lead the reader through the work. However, it is easy to see how students might fail to grasp the general structure of a scientific paper. For example, we often hold up the high impact journals as models of scientific research, but journals such as Nature, Science, Current Biology and PNAS have a structure and a style that is really quite different from other journals (referenced abstracts, methods at the end, extremely brief structure). I have been teaching undergraduate and postgraduate students how to write scientific papers and theses for a few years now, and I thought I would share my personal method (I think I can credit Phill Watts, now at the University of Oulu, for suggesting this to me years ago):
I hope it’s useful and please do let me know if it helps, either in the comments here or on the YouTube page. The video is released under Creative Commons.
For those of you not familiar with Cordyceps fungus, that’s the one that attacks insects (and other arthropods) by infecting and then spreading through the whole body. The result is something like what you see below:
Each one of those little growths is a “fruiting body” and that is where the fungus releases its spores in order to found new patches of fungus. The most famous of these kinds of fungi is perhaps Ophiocordyceps unilateralis, which infects ants and influences their behaviour. The fungus forces an ant to climb a blade of grass or a twig and then attach there until it dies. Meanwhile the fungus produces a series of fruiting bodies that release spores from the new vantage point – the height helps those spores to disperse a greater distance. Apparently fossilised plants from 50m years ago also bear the marks of these Cordyceps-related attachments by insects, suggesting that this is an old battle.
What we don’t know is the extent to which Cordyceps influences the behaviour of other hosts. I posted the image above because it is the first time that I have seen a dragonfly infected in this way. It would make more sense (to me, at least!) for Cordyceps infecting a dragonfly to make it fly upwards while the fruiting bodies are releasing spores to broadcast those offspring as far as possible. However, the only image I have seen is this one where the animal is firmly rooted to the perch.
If it was a parasite that affected dragonfly flight then it wouldn’t be the first. A few recent studies (e.g. Suhonen et al. 2010) have suggested that dragonflies infected with parasitic mites that cling to the outside of the animal result in greater movement. It has been suggested that this could be an attempt to get out of an area with a high parasite population – after all, that’s not a great place to raise your little dragonfly family. However, we think this response has evolved to help the host and not the parasite, which is the opposite to the response elicited by the manipulative Cordyceps.
Suhonen, J., Honkavaara, J., Rantala, M.J. (2010) Activation of the immune system promotes insect dispersal in the wild, Oecologia, 162 (3): 541-547.
Image credit: Paul Bertner, https://flic.kr/p/qodUNR, all rights reserved, used with permission.
If you are interested in doing a PhD but are struggling to find funding that fits your project or have been unsuccessful in applications to the funding schemes that are scattered around (e.g. the NERC DTP schemes that are interviewing at the moment) then don’t despair! There are always funny little pots of money that you can apply to. The University of Leeds has three such scholarships available that can be used to fund PhD research in biological sciences (and some other areas). These all close on 1st June but if you are interested in applying please do get in touch with me (or one of my colleagues in the Ecology and Evolution Research Group) to discuss a potential project. The sooner the better! Continue reading
I am fascinated by the field of “biomimetics” – attempting to find solutions to problems by looking to the natural world. Sometimes this involves buildings that work like termite nests, swimsuits that use tiny hooks like those found on shark skin, or Velcro that uses the same principles as seed burrs as an inspiration. However, among the most celebrated examples of biomimetics are those involving flight.
There have been a great many legends describing early attempts at flight, with perhaps the most famous being that of Daedalus and his son Icarus. Daedalus created the Labyrinth on Crete for King Minos and the king imprisoned Daedalus in a tower so that he could not spread the knowledge of labyrinth-building to other kingdoms. Daedalus escapes with Icarus, but Icarus flies too close to the sun causing the wax holding his feathers melts and he falls into the sea and drowns. Daedalus, meanwhile, reaches Sicily (750km away). Ovid’s description of the myth states that Daedalus “…flexed each [feather] into a gentle curve, so that they imitated real bird’s wings”, and so this is clearly a calculated (if legendary) attempt to mimic bird flight. Continue reading
Academics have many draws on their time: research (grant applications, writing papers, speaking at conferences), teaching (planning lectures and workshops, delivering teaching, marking), and administration (committees on all of the above and more – admissions, marketing, student education, research, outreach). Most of that is just keeping things afloat, and so we sometimes lack the time to develop new ideas and discuss interesting and novel ways of working. Over the past couple of years I have been the “Academic Champion for Blended Learning” in the Faculty of Biological Sciences at the University of Leeds, and that has meant that I have spent a fair amount of time horizon scanning for teaching technology and working with early adopters. However, trying to roll-out big initiatives (like our brilliant new lecture capture system) can be hard because staff have limited time to engage. Recently, I tried something new to give colleagues an opportunity to talk about teaching: “Pedagogy and a Pint”.
I’m delighted to announce a suite of additional PhD projects in the School of Biology at the University of Leeds (scheme details are here). These are in addition to the dozen or so competitively-funded projects through our NERC DTP, so please do check there as well if you are interested. Most titles are indicative of the broad research area, but there will usually be a great deal of flexibility in the nature of the project depending on the interests of the student. The deadline for all projects is Thursday 29th January 2015, and applicants will need to have submitted a research degree application form (see our “How to apply” page) and be in receipt of a student ID number prior to application for the scheme. Briefly, the titles are:
- The Evolution of Plant Form
- Marine microbial processes and interactions
- Improving piglet survival and subsequent performance
- Managing soil plant processes to enhance the sustainable intensification of agriculture
- Emerging Infectious Diseases
- Continental trends in, and drivers of, the spread of European aquatic invasive species
- Biomimicry, biophilia, and urban design solutions
- Identifying and investigating factors which improve sow performance in Irish pig herds
See the project summaries below for more details. Continue reading
Something strange seems to be happening in one particular species of damselfly, the common blue jewel Rhinocypha perforata (pictured right). Or at least it has been caught on video for the first time… Aside from being a particularly attractive species of damselfly found in China, Thailand, Laos, Malaysia and Vietnam, the common blue jewel seems to adopt a rather unusual form of reproduction (for an insect, at least). Continue reading