Chemical defenses are used by many organisms to avoid predation, and these defenses may function by stimulating predators' chemosensory systems. Our study examined detection mechanisms for components of defensive ink of sea hares, Aplysia californica, by predatory sea catfish, Ariopsis felis. Behavioral analyses show aplysioviolin and phycoerythrobilin are detected intra-orally and by barbels and are deterrent at concentrations as low as 0.1% full strength. We performed electrophysiological recordings from the facial-trigeminal nerve complex innervating the maxillary barbel and tested aplysioviolin, phycoerythrobilin, amino acids, and bile salts in cross-adaptation experiments. Amino acids and bile salts are known stimulatory compounds for teleost taste systems. Our results show aplysioviolin and phycoerythrobilin are equally stimulatory and completely cross-adapt to each other's responses. Adaptation to aplysioviolin or phycoerythrobilin reduced but did not eliminate responses to amino acids or bile salts. Adaptation to amino acids or bile salts incompletely reduced responses to aplysioviolin or phycoerythrobilin. The fact that cross-adaptations with aplysioviolin and phycoerythrobilin were not completely reciprocal indicates there are amino acid and bile salt sensitive fibers insensitive to aplysioviolin and phycoerythrobilin. These results indicate two gustatory pathways for aplysioviolin and phycoerythrobilin: one independent of amino acids and bile salts and another shared with some amino acids.

Sea hares, Aplysia californica, have a diversity of anti-predatory defenses. One is an actively released chemical defense: an ink secretion that is a mixture of two glandular products--ink from the ink gland and opaline from the opaline gland. The mechanisms of action of ink secretion and its components have recently been examined in detail against several predatory invertebrates. Our goal is to extend this mechanistic analysis to predatory vertebrates. Toward this end, the current study details the effects of ink, opaline, and one set of its components--the products of the reaction of escapin, an l-amino acid oxidase, with its natural substrates, L-lysine and L-arginine--on the palatability of food for five species of fishes: bluehead wrasses Thalassoma bifasciatum, señorita wrasses Oxyjulis californica, pinfish Lagodon rhomboides, mummichogs Fundulus heteroclitus, and bonnethead sharks Sphyrna tiburo. These fishes have different feeding styles, ranging from large fishes able to engulf sea hares to smaller fishes able to attack sea hares by pecking at them; and they live in a variety of habitats, including those that sea hares typically inhabit. We show that ink but not opaline significantly decreases the palatability of food for all five species, and that escapin products are mildly unpalatable to the two species of wrasses but not to the other species. These results, together with others, show that sea hare ink affects a diversity of predatory fishes, setting the stage for mechanistic studies using electrophysiological analysis of their chemosensory systems.

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Traditional postsecondary education is making progress on embracing the diversity of student backgrounds and experiences while preparing them for the demands of STEM careers. Course-based undergraduate research experiences (CUREs) are effective tools to concurrently achieve many student and faculty goals: facilitating training of students, building career competencies, generating publishable research results and enabling research experiences where students apply their knowledge and interest. Georgia State University is not unique with a high student demand for research experiences and mentors that is greater than traditional research faculty labs can accommodate. Georgia State University is, however, unique in that it is a demographically diverse campus which serves minority and non-traditional students (i.e., second career and veterans) and is also rapidly growing. Therefore, to enhance the microbiology curriculum and facilitate authentic research experiences for the growing number of biology majors, a cluster of course-based research experiences in microbial ecology was developed. A former research lab space was converted to a collaborative teaching lab to serve the growth in course offerings, as well as to accommodate multiple microbial ecology research projects occurring in the same space. The courses offered appeal to students, build on the strengths of faculty experiences, and facilitate collaboration amongst students and with the greater Atlanta community. To ensure that our CUREs are accessible to the diverse students in our department, we addressed a variety of logistical and curricular challenges. Solutions to such challenges align with the goals of the university to offer research and signature experiences to ensure students are included and trained in STEM skills.