Expiscor (29 April 2013)

As you may have noticed, the ‘weekly’ Expiscor missed last week! This is because I have opted to change to Mondays for this blog feature. The start of the week just works better, for a whole suite of reasons that I won’t bore you with! So, you can now look forward to starting your week with some odd discoveries, from arthropods to general biology and other geekery.

  • Most (many?) Arachnologists know of Emerton’s classic “The Common Spiders of the United States” written in 1902 - that book is now available on-line! Big WIN for spider enthusiasts.
  • Be still my heart. Here’s a video showing the heartbeat of a spider after being captured and placed in a mud-dauber (wasp) nest. Wasp finds spider. Paralyzes it. Returns it to its nest. Spider is still alive. A tasty feast for later on…. (thanks to Spider Joe for this video!)
  • Adrian Thysse always impresses me with his amazing photographs. This one depicts one of the most lovely spiders in North America, Habronattus americanus. Yes, it’s one of my most favourite spiders, here’s why:
Habronattus americanus - photography by A. Thysse (reproduced here, with permission)

Habronattus americanus - photography by A. Thysse (reproduced here, with permission)

  • Violins & insects: ever heard of bow bugs? -> insects that might munch on a violin’s bow hair?
  • Tweet that… you rascally pest! I enjoyed one of the latest blog posts from the Entomological Society of Canada about using twitter to monitor insects in Alberta written by Scott Meers.
  • After the frass…. (frass, by the way, is caterpillar poop) -a neat paper about how small mammals (pikas) select habitats that were previously inhabited by herbivores (the authors suggest perhaps the insects help provide additional ‘fertilizer’.
  • If you don’t buy stuff on ETSY, you should - amazing on-line resource. Also, some lovely insects finds on ETSY, including this from GollyBard (thanks Cameron Webb for pointing me to this)
One of GollyBard's paintings - listing here. (reproduced here with permission)

One of GollyBard’s paintings - listing here. (reproduced here with permission)

  • Peeping peepers: I live on the outskirts of Montreal and over the past week, the spring peepers have been making some noise! (spring -> it’s here!)
  • Bored, bored, bored. Viking voyages were long and boring. One of these bored rowers traced his foot on a plank. That is one way to deal with the doldrums! (thanks to H. Stiles for the link)
  • Milk Cartons & Guitars: Two musical bits to wrap up. First, I’m especially fond of bluegrass, old-time, trad., folk, indie…. My colleague and friend Elena Bennett pointed me to the “Milk Carton Kids” - what a talented duo.
  • And, to finish… talk about GEEKY! Here’s the “Arthropod song

Baby you’re and arthropod. Shake that segmented bod”

Kids Like Bugs: entomology outreach in elementary schools (Part 2)

On Wednesday, Chris Buddle and Paul Manning posted the first of a two-part series on outreach activities in elementary schools. That post focused on the ‘why’ - this one (also written by Chris and Paul) is about the ‘how’.

How to talk to kids about bugs:

First thing about talking to elementary school kids is stay calm and don’t worry! If you have any University-level training in Entomology, you are qualified - Now, this doesn’t mean you have to be able to speak about all aspects of entomology: play to your strengths! If you are a taxonomists working on Syrphidae flies, bring in your flies and talk about them these magnificent animals. If your experience is broader and less specialized, browse some notes, look on-line, or peek at a textbook: do a short overview of the main Orders of insects and their characteristics. Although most kids get some entomology in elementary schools, it’s not usually very much (although ALL kids do seem to learn about monarch butterflies!).

One great way to speak to kids about bugs is to make the session thematic. In addition to bringing in a drawer or two of insects, link the specimens to biology. For example, one of us (Paul) has recently used ‘metamorphosis’ as a focal point for discussion. The transition from larvae to adult is a biological wonder, and acts as an excellent focal point for discussion. It brings together different facets of biology, from hormones, to physiological development, behavioural adaptations, through to discussion about life history strategies. Paul brought galls into the classroom, and demonstrated that there were larvae living inside. The students screamed with excitement when they saw the larvae living within the gall. One student described it as a ‘cute white blob‘. Several students asked if they could bring the larvae home (wouldn’t Mom and Dad just LOVE that!).

Kids like bugs. And they like to draw them.

Kids like bugs. And they like to draw them.

Don’t be afraid to say “I don’t know”. In fact, kids find it refreshing to hear that an ‘expert’ doesn’t know all the answers. Turn it around to illustrate that the world of entomology is so vast that there are a lot of unknowns out there, and many questions still to be answered.

Have patience. With younger grades, asking kids questions, or having them answer questions, can quickly turn into ‘stories’ from young, enthusiastic students. For example:

Q: Does anyone know what kind of insect a ladybug is?

[Hand shoots into the air…]

A (from a 6 year old): Um, yes, I know a lot about those things. Once, when I was 4, I remember that I saw a beautiful bug flying by my garden - it was really big and black and I think it was a ladybug and my granddad told me about how ones like that eat trees and kill the trees and that makes me sad because we have a big tree in our front yard that I really like but sometimes my little bratty brother hides behind it and scares me when I am walking by. But I really like all bugs especially ladybug ones that are red but they smell funny sometimes and my mom said they can bite - will they bite me if I play with them? why do they smell funny? why are there so many spots on them? do their spots get bigger when they grow….

Give kids a chance to tell you these stories, but know that it will take patience…. but heck, if bugs get them talking and excited, that can’t be a bad thing!

(as an aside, most elementary school teachers will typically coach students so that they will ask/answer question instead of tell stories)

Bring a few props: If you can do an event outdoors, try to bring a few sweep nets and vials. We will often bring extra vials from the lab and give students the vials to keep (heck, plastic vials cost very little!). For MONTHS afterwards, parents will often tell us about how their child packed that vial full of insects and carried it around obsessively for weeks. That’s a great way to inspire entomology.

Beetle galleries are easily found in wood, and can be a great prop to bring to an entomology session with school kids.

If you are doing an indoor talk, make sure to have a lot of photographs of interesting insects, and whenever possible, discuss/show or use examples from your local fauna - this will allow kids to connect to things they have seen on the playground or in their own yards - this connection between the content you are discussing and the insects they are seeing on their own, is very powerful. With a smaller group, you can certainly bring in a few drawers of insects - if you don’t have any, this becomes a great excuse to make a little synoptic collection of your own to use for educational purposes. Or, ask your local entomology museum, or local naturalist club, about borrowing some specimens.

Whenever possible, bring a few ‘real’ field guides. One of us (CB) ran a biodiversity challenge at an elementary school and managed to convince the school to buy a couple of sets of field guides. The kids LOVE the look and feel of real field guides and will thumb through them with delight. Part of our own passion about natural history can be traced back to field guides in our houses when we were young.

A field guide to insects - suitable for all ages!

A field guide to insects - suitable for all ages!

Don’t dumb down the material: Too often we think kids need to be talked down to, but nothing is further from the truth. As mentioned above, kids are sponges for information and in our experience they want to hear the details. You will want to avoid jargon, but other than that, provide the details whenever you can. Again, doing a ‘thematic’ talk with school kids becomes quite important because you just won’t have time to cover anything in-depth if you try to cover too much.

Finally, and most importantly, be passionate and enthusiastic. Kids will feel your positive energy and love of entomology; they will feed off of this, take it home with them; they will start asking more questions, start to dream, and fall further in love with the world around them. Spending a bit of time in a classroom is perhaps one of the most important kinds of outreach activities to do.

Kids Like Bugs: entomology outreach in elementary schools (Part 1)

Written by Chris Buddle and Paul Manning.

Spending time talking to kids about Entomology is ALWAYS worth it. If ever invited to speak at an elementary school about insects, always say “yes”, and in this post, we’ll expand on why it’s worth your time. In a second post on this topic, we’ll provide some tips on how to talk to kids about bugs. Although these posts are focused primarily at elementary school events, the ideas and tips could be expanded to community nature walks, events at an ‘earth day’ celebration, hosting a bug day in your backyard, etc.

Part 1: Why talk to kids about bugs?

Most kids aren’t afraid of nature. In our experience, elementary school kids (especially the younger grades) still have a fascination with entomology and are still curious and excited by ‘bugs’. Later in life, it seems that many kids will follow one of several paths: (a) disinterest, (b) disgust, or (c) delight. As entomologists, in a field that is so important, getting kids to be delighted is very important.

Kids like bugs.

Kids like bugs.

Kids already know a lot but they like an expert to verify their findings and support their interests. In our experience, kids can get especially excited about insects because they see them all the time - they have played with them in their yards, tasted them (perhaps), and probably spend time trying to burn them with a magnifying glass. Bugs are accessible, small, curious, and catchable, and thus kids learn about them - an entomologist can keep facilitating this learning.

Kids are truly amazed that you can ‘get a job‘ studying insects. This is unfathomable to them, since they don’t typically get much exposure to biologists. They are exposed to limited career options (“I want to play in the NHL“, “I want to be a doctor“, “I want to be a firefighter“) in part because our school systems often exclude the cool jobs like “stream ecologist”, “geologist”, or “entomologist”. The idea that you can spend time (as an adult!) collecting and curating insects (i.e., FUN STUFF) can be quite extraordinary. In our experiences, it’s so painfully obvious that working outdoors with insects is simply not noticed as a real job by many people; entomologists must work to correct this. Giving kids exposure to wonderful careers (like entomology) can help encourage future scientists that there are truly enjoyable careers that involve getting ones hands dirty, and spending time outside.

Entomologists have a responsibility to dispel myths about arthropods, and this should start at an early age. Invariably, we get statements from kids such as “My Dad told me to stay away from spiders ’cause they will bite you“, or “My aunt told me that earwigs go into your ear, so I hate them“, or “I am allergic to bees because my cousin is allergic“, etc. We can bring clarity to these kinds of statements, and by offering an ‘expert opinion’ on these topics, can help kids understand the real facts about entomology.

Kids are sponges: it is satisfying to speak to an audience who is fully engaged and willing to soak up as much as you can provide. Bugs are a very exciting topic for kids, and they will remain interested, excited and enthused if you continue to provide good content.

EPSON MFP image

Kids ask great questions. As an example, one of us (PM) recently talked about insects to an elementary school class. The class was asked to guess what was living within a gall, and to make guesses as to what they thought the gall was, and how it was formed. After one student quickly suggested that an insect was living within the gall, a flurry of wonderful questions began. Students asked questions like:

  • How did the insect get inside the gall?
  • How does the insect survive the winter?
  • What does the insect eat when inside the plant?
  • Why doesn’t the insect kill the plant?

All of these questions prompt interesting, and relevant discussions that fit well within learning objectives in science curriculum. Providing a concrete example that is applicable to students, might also result in a better understanding of the concept.

Finally, it’s nice to talk to kids about bugs because they genuinely appreciate it. Being thanked for spending time doing this kind of outreach is really, really nice. And, sometimes you might receive some nice thank-you cards or posters to put up on your wall. To us, these are as important as a diploma on your wall, or a favourite butterfly poster. Thank-you notes from kids are some of the most wonderful things to read, and they often include delightful, creative, and colourful drawings.

EPSON MFP image

Expiscor (19 April 2013)

Here’s Expiscor -some discoveries I stumbled upon this week… (past versions can be found here)

  • World’s Biggest Butterfly Collection. This video explores the amazing collection at London’s Natural History Museum.
  • Spiders, spiders, lovely spiders. How about this image of a spitting spider by Chris Ruijter - STUNNING (thanks Alex Wild for directing me to Chris’ photos…)
A spitting spider, photo by Chris Ruijter (reproduced here, with permission)

A spitting spider, photo by Chris Ruijter (reproduced here, with permission)

  • The trees are speakingthis story describes how scientists listen to ultrasonic noise made by bubbles forming inside water-stressed trees (thanks Carly Ziter for that link)
  • More on the links between Art and Science. The debate about “E.O. Wilson versus Math” inspired a discussion in my ecology class, but coincidentally, a friend of mine also pointed me to this truly lovely writing about Mathematics and the Arts (starts on page 55), written by Marston Morse in1959. Here is a quote from that piece:

…mathematics is the sister as well as the servant of the arts and is touched by the same madness and genius. This must be known.”

  • John Snow (not Jon Snow from Game of Thrones) changed the world with his discoveries about Cholera. The Lancelet published a proper obituary for him, since the one from 1858 was, well, pretty lame. (thanks to Linda Campbell for that link!)
  • A passion for beetles: a retired researcher from Germany’s Federal Center for Meat Research in Bavaria has a lovely collection of Coleoptera, 6,000 species at over 30,000 individuals. Now that’s a hobby! (thanks Bug Girl for the tweet about that story)
  • Flush it. What happens when you hear that whooshing sound in the tiny airplane bathrooms. Interesting video! (thanks Andreas Warburton for posting that link!)
  • To finish, glad to see that Entomologists are out there correcting bad taxonomy. Here, Ainsley Seago (aka @AmericanBeetles) does some fine work (and it was given a stamp of approval by Taxonomy Hulk - yes, we do need him, too!)

Screen Shot 2013-04-18 at 8.21.19 AM

Ecology and Mathematics: perspectives from undergraduate students

Post written by Chris Buddle and Carly Ziter (MSc student at McGill - you can follow her on twitter)

Population and Community Ecology is an introductory undergraduate course at McGill University and each lecture typically starts with an x-axis and a y-axis drawn on the chalkboard - something like this:

Chalk board, with x- and y-axis. The start of every lecture.

Chalk board, with x- and y-axis. The start of every lecture.

The course is taught from a quantitative perspective, and it uses equations, models and graphs to cover concepts ranging from logistic population growth, to metapopulation ecology and estimating species diversity. The class uses Gotelli’s “A Primer of Ecology” as the text - a book that walks through many ecological concepts from first principles. It includes calculus, probability theory, statistical distributions, and null models.

It was therefore fitting that the ‘E.O. Wilson versus Math” debate was discussed during lecture last week. Students were asked to read Wilson’s piece in the Wall Street Journal, and read some of the blog posts that reacted to this, including Jeremy Fox and Brian McGill‘s posts on dynamic ecology. Students were also asked to look at some of Terry McGlynn’s writing over at small pond science, and to come to lecture prepared - to have opinions and be willing to discuss these opinions.

For those not fully aware of this debate, here it is in a nutshell: Wilson argued that a ‘deep’ understanding of math may not always be prerequisite for doing great science, or at least may not be required for generating big ideas and concepts. Wilson was in part trying to encourage people who are ‘math phobic’ that this phobia needs not be a reason to stay out of science. Not surprisingly, this stirred up a lot of debate (and some of it was rather harsh!), and the debate was particularly interesting from the perspective of Ecology since this discipline has always struggled with this topic (see Terry’s excellent post about tribalism in ecology for some perspectives on this).

Here is a summary of the key points that were discussed during lecture - and let’s just say that a 50 minute lecture slot was NOT enough time for this topic! (by the way, there were between 50 and 60 students who attended this lecture, and the class is comprised primarily of students studying environmental biology).

Many of the students were surprised at the tone and overall discussion points that emerged from Jeremy Fox’s post - they argued that when they read Wilson’s piece, they didn’t feel the intended audience was ‘established’ ecologists - but rather the post was meant for students at the start of their careers. Some of them found the blog posts way over the top, and the academic discussions took away from the main message. Some felt that Wilson was arguing in part about the need for freedom to think without any boundaries (mathematics, or anything else). Creative thought need not be constrained, and students coming up through the system, whether they are math literate or not, should never fear heading into science (indeed, some confessed that an increase in math courses may have driven them away from biology altogether). Related to this, mathematical models all require assumptions (we talked a LOT about this when working through Gotelli’s book!), and any assumptions are limiting and could distract from thinking out of the box about any topics, including ones that are ecological. These students worried that the constraints imposed by math could force ecologists to view the world through a particular lens.

That being said, many of the students also agreed that a deeper understanding of mathematics was absolutely required for ecology - especially since the world is complex, with complex problems - problems that require multiple disciplines to solve. However, while these disciplines include mathematics and biology, they also include literature, history, environmental policy, and more. What a solid argument! And it was great to see that argument expressed by 20 year-olds. Yes, math is important, but it is one tool that we need in this world, and it’s not necessarily more important than other tools. While some ecologists are strong in math, others may prefer to hone their policy skills, for example. Ecology’s strength, in part, is in its ability to bridge different disciplines and students expressed how ecology is actually a ‘great uniter’ of biology and math (and other fields, certainly some areas of ecology draw upon a range of ideas from sustainability science, medicine, economics, history, etc).

The students also expressed concern about how mathematics is taught, from elementary school all the way to University - they expressed how learning mathematics in isolation of other topics is ‘ok’ for individuals with an intuition and natural ability with math - but many students felt that a better way to learn about math was applying it to the ‘real world’. The application of mathematics is the best route to learn mathematics. Ecology was again touted as a perfect example of a discipline in which application of mathematics is clear - from predicting distribution of invasive species to modelling species richness in fragmented forests. For some students, math was not a subject they initially enjoyed, or strove to learn – it was ultimately through their study of ecology that they began to value math as a tool they could use to support their discoveries, and lend credibility to their work.

By in large, students agreed that mathematics was required for ecology, but there was certainly debate about how much was enough - whether it was enough to use mathematics as a tool, or that perhaps mathematics was more like a language. A language in which fluency is required so all the nuances can be understood and that the full meaning is in place. From those advocating mathematical “fluency”, there was a strong opinion that like languages, mathematics can be learned with hard work and focus (yes, they agree with Wilson on this point!) - this opinion comes with a wealth of experience in the classroom at McGill since many of the students are mother-tongue French and have learned English after coming to McGill. In other words, if you can learn a language you can also learn math.

The final argument put forward by students was that this entire discussion about Ecology was from a very narrow perspective - what about the role of traditional ecological knowledge? Ecology is a much older discipline than Clements, von Humbolt, Haeckel, or even Aristotle. Throughout history, humans have been interacting with their environment, and have been observing nature. By this act, humans have been counting, developing models, and making predictions… for thousands of years. Linking mathematics to nature is very, very old. Ecologists ought to pay more attention to other ways of looking at the natural world, other ways to visualize, predict, observe and count. Although this is certainly not the same kind of math as presented by Gotelli, perhaps it could be as insightful.

Screen Shot 2013-04-15 at 3.27.33 PM

In sum, the discussion with undergraduate students on this topic was insightful, fascinating and important. There was clearly a strong appreciation for the role of mathematics in ecology, but also different ideas about the degree to which a deep understanding of math is required – which often related back to the students own struggles with, or aptitude for, math earlier in their studies. It was validating to hear that they appreciated using Gotelli’s book to learn the foundations of ecology, and recognized that ecological models can be both limiting and liberating.


Expiscor (12 April 2013)

I am pleased to bring you the third edition of Expiscor - a weekly digest of discoveries and curiosities, from Arachnids, to natural history and beyond. You can view previous postings here and here.

  • I’ve been editing work from two of my Master’s students who will soon be graduating - both on Arctic spiders - here are a couple of great quotes from their work, about spiders: “There are a recognized 43,244 species and sub-species of spider worldwide, 46% of which are described based on only one sex” and “18% of total linyphiid species in the world found north of 60°” WOW - clearly much work is needed in Arachnology, and we ought to work in the North for some families.
A Solifugid - this stunning image is courtesy of Joe Lapp ("spider joe"), reproduced here with permission.

A Solifugid - this stunning image is courtesy of Joe Lapp (“spider joe”), reproduced here with permission.

  • The 17 year itch: Entomologists are well aware of the BIG YEAR ahead for Cicadas… but perhaps it’s not well known beyond entomological circles? It should be - even Wired wrote about it.
  • In addition to getting exercise, going outside can be scientifically valuable - a schoolboy in Oxford found a 300 million year old fossil.
  • Climate Change: it’s real. It’s pervasive. Not convinced? Have a look at this - it’ll take you 26 seconds.
  • On a lighter note, do you like BRAINS? Visit the Brain Museum….
  • And to finish, watch this if you need a laugh. (Not for everybody, but this goofy, physical comedy with some biological realism made me chuckle out loud …and thanks CayBeach for tweeting about it)

Spiders as catalysts for ecosystem development

It is well known that spiders are effective at dispersal and colonization, in part because of their ability to ‘balloon‘ - small spiders (i.e., immature specimens, or adults of species that are small) will release a strand of silk and let the wind pick them up and carry them far distances. This passive ability to disperse has served spiders well, and enabled them to be among the first animals to colonize new habitats. For example, after the eruption of Mount St Helens, the depopulated Pumice Plain was re-colonized over time, and biologists kept an eye on what was dropping from the skies. Not surprising (to me!) was that spiders represented a lot of this ‘aerial plankton‘ - Crawford et al. (1995) reported that spiders represented “23% of windblown arthropod fallout and contributed 105 individuals per square meter“.

A spider about to launch!  Photo by Bryan Reynolds, reproduced here with permission. Please visit his work!

A spider about to launch! Photo by Bryan Reynolds, reproduced here with permission.

Many, many people have recognized this amazing ability of spiders to get to places effectively and quickly. During his voyages on the HMS Beagle, Darwin observed and commented on this. He noticed spiders landing on the ship when they were far offshore. Here’s a lovely quote:

These, glittering in the sunshine, might be compared to diverging rays of light; they were not, however, straight, but in undulations like films of silk blown by the wind.

-Charles Darwin, Voyage of the Beagle, 1832

A wonderful paper titled “Distribution of Insects, Spiders, and Mites in the Air” (Glick 1939) also discusses aerial plankton. In this work, Glick reports on how a plane was used to collect arthropods in the skies - this was done by modifying the plane so it had a collection net attached to it. Spiders were among the most commonly collected taxa, and were found up to 15,000 ft in altitude. Glick followed this up with work published in 1957, and spiders were again reported as common aerial plankton.

Convinced? Spiders really are everywhere and can get anywhere - from dominating the tundra, to floating far above as tiny eight-legged aeronauts.

Screen Shot 2013-04-08 at 11.06.08 PM

This takes me (finally) to the point of this post, and some reflection about a paper by Hodkinson et al. (2001), titled “What a wonderful web they weave: spiders, nutrient capture and early ecosystem development in the high Arctic - some counter-intuitive ideas on community assembly”. In this work, the authors provide some data about aerial plankton in a series of sites representing different stages of succession in Midtre Lovénbreen - a ‘small valley’ glacier in Spitsbergen (a Norwegian high Arctic Island). This forum paper was meant to present an idea about ecosystem development in the Arctic, with a focus on spiders and other aerial plankton and their relationship to nutrients.

  • Spiders are among the first to arrive due to their amazing abilities at dispersal and colonization.
  • Many spiders will just die, and their sad, little bodies will decompose and leave behind nutrients.
  • Many of the spider species that arrive will build webs, and the silk contains many nutrients. Regardless of whether the silk successfully captures prey, the silk will eventually be a hot-spot of nutrients.
  • A lot of other aerial plankton will hit these webs - this will include other arthropods (Hodkinson et al. rightfully point out the importance of Chironomids, or midges, as key prey for spiders in the north) and these prey may or may not be eaten by spiders. The aerial plankton also includes other ‘debris’ that would be floating around (fungal spores, dirt, etc). The webs capture all these goodies, and act as a concentrated area for a growing soup of nutrients.
  • The spider webs will collect moisture. In Arctic systems, dry polar-deserts, and many other newly created habitats, the accumulation of moisture is rather essential for continued ecosystem development.

Taken together, Hodkinson et al. (2001) argue that spiders and their webs represent little pockets of concentrated nutrients in landscapes that are void of much other life. These hotspots could be catalysts for ecosystem development in systems that are starting from scratch. I really like this idea - not only does is stir up the imagination (little spiders gently falling from the sky, landing on habitat never before touched by animals, and providing the start of an ecosystem…), it really makes some biological sense. Ecosystem development requires nutrients and substrates - of course, these would both be available without spiders, but our eight-legged friends are helping move things a long a little more quickly.

The paper by Hodkinson et al. has been cited less than I would have expected. Although they don’t provide any experimental data, their ideas are interesting and relevant and should be studied in detail. Recently, a few papers have come out that are taking the ideas to the next level. Konig et al. (2011) studied arthropods of glacier foregrounds in the Alps. They found that although Collembola and other ‘decomposers’ are quite important in early successional stages, overall, generalist predators (including spiders) were dominant and using stable isotope analyses, they showed that these generalist predators often ate each other - an interaction known as intraguild predation.

I often discuss Hodkinson et al.’s (2001) paper in lectures, and invariably I get the question “If spiders are first to arrive, what do they eat?“. I typically answer that spiders eat other spiders, and it’s reassuring to see literature that supports this claim. In turn, intraguild predation itself contributes further to the accumulation of nutrients (more sad, little spider bodies littering the landscape…).

Placing this work in a more general framework, these ideas are pointing to the increased importance of predators in overall nutrient dynamics in ecosystems. I was thrilled to see a paper by Schmitz et al. (2010) that argues “predators can create heterogeneous or homogeneous nutrient distributions across natural landscapes“. Bingo. This is exactly what Hodkinson et al. were arguing - predators, such as spiders, can arrive quickly to an area, and in the context of newly formed ecosystems, may provide a hotspot for nutrients in an otherwise desolate landscape.

Although the Hodkinson et al. paper is over a decade old, it’s still relevant, and quite important. I suspect that if more newly created habitats are studied in detail, spiders will indeed prove to be catalysts for ecosystem development.

References:

Crawford, R., Sugg, P., & Edwards, J. (1995). Spider Arrival and Primary Establishment on Terrain Depopulated by Volcanic Eruption at Mount St. Helens, Washington American Midland Naturalist, 133 (1) DOI: 10.2307/2426348

Hodkinson, I., Coulson, S., Harrison, J., & Webb, N. (2001). What a wonderful web they weave: spiders, nutrient capture and early ecosystem development in the high Arctic – some counter-intuitive ideas on community assembly Oikos, 95 (2), 349-352 DOI: 10.1034/j.1600-0706.2001.950217.x

König, T., Kaufmann, R., & Scheu, S. (2011). The formation of terrestrial food webs in glacier foreland: Evidence for the pivotal role of decomposer prey and intraguild predation Pedobiologia, 54 (2), 147-152 DOI: 10.1016/j.pedobi.2010.12.004

Schmitz, O., Hawlena, D., & Trussell, G. (2010). Predator control of ecosystem nutrient dynamics Ecology Letters, 13 (10), 1199-1209 DOI: 10.1111/j.1461-0248.2010.01511.x

ResearchBlogging.org

A special thanks to Bryan Reynolds for permission to use his photograph of the dispersing Pisaurid spider. Please visit his work here.