Research Information

Nucleotide sequences of the mitochondrial D-loop region were examined in three wild rodents (Apodemus argenteus, Apodemus speciosus, and Myodes smithii) on the northern slope of Mt. Fuji, the highest mountain in Japan, to elucidate the past evolutionary and present anthropogenic processes shaping their genetic diversity. Nucleotide diversity, median-joining network, and mismatch distribution analyses suggested that A. argenteus has multiple divergent lineages, possibly due to multiple previous expansion events, whereas A. speciosus and M. smithii are younger lineages that could be derived from single expansion events. These findings indicate that Mt. Fuji plays an important role as a reservoir maintaining lineages through multiple past expansion events. Artificial infrastructure also affected the genetic diversity of the two Apodemus species, as populations of these species on the two sides of the Fuji Subaru Line roadway were genetically distinct. To construct a proper conservation strategy based on genetic diversity, we suggest that the past and present contributors to genetic diversity must be clarified. Such clarification is especially important for the Mt. Fuji environment, which harbors rich biodiversity but also incurs much human impact as a national park.

© The Mammal Society of Japan

Abstract

The goal of the Seiwa Biodiversity Education Project (SBE-P) program is to make Seiwa Campus an environment rich in biodiversity where students are able to learn about biodiversity. Two methods were used to study the insects on campus. One was the so‒called ‘beating’ method. A survey was conducted of the arboreal organisms in four types of trees and shrubs planted on the campus (October Sakura, Japanese Medlar, Sasanqua and Bayberry). The other method was a ‘sweeping’ survey. Insects that were observed visually were captured in nets and then identified. Using the beating method, a total of 26 species were confirmed.
In the sweeping survey, a total of 26 species was confirmed : 12 from the order Lepidoptera, four from the order Odonata, three from the order Hymenoptera, two from the order Hemiptera, two from the order Coleoptera, one from the order Diptera and two from the order Orthoptera. In addition, new insects attracted as a result of the planting of violets, mandarin oranges and other plants and biotope construction were identified. These comprised 13 species from the order Lepidoptera. These results suggest that Seiwa Campus plays an important role in preserving biodiversity in the urban area. They also confirm that planting vegetation can successfully enrich biodiversity. An environmental education program was formulated based on these results.

Abstract

The Nigawa River is a short (about 10 km) tributary of the Mukogawa River, which flows through the central area of Nishinomiya City in Hyogo Prefecture. From 2015 to 2019 (excluding 2017), the authors conducted a survey of aquatic organisms at three locations in the Nigawa River. Aquatic organisms are an indicator of water quality. The water quality in the Nigawa River was evaluated based on the survey of aquatic organisms in the river, and a proposal for a Science education program using the Nigawa River and its environs was devised. The aquatic organisms comprised 36 species at Location A, 86 species at Location B, and 33 species at Location C. The water quality was determined to be good water quality at Location A, good water quality at Location B.

Abstract

This research entailed a practical trial of integrated-subject instruction in the areas of science and music for a group of students in the Education Department. The objective of the study was to clarify how the students identified points of intersection and differences between science and music. The insights that the students gained with regard to the lesson plans required for science and music were also clarified. Finally, the study aimed to help students to develop the perspectives needed to implement integrated‒subject instruction in future classrooms.
The students were surprised by the fact that different subjects could be merged into a single lesson through the common theme of “learning with the five senses”. They also realized that the integration of two subject areas playing complementary roles can result in deeper learning than single‒subject instruction.