Abstract
In response to financial, logistical, and ethical pressures, universities are exploring innovative methods for teaching physiology practicals with animal models. This study presents a laboratory activity employing Drosophila melanogaster as a model for neurological disease, leveraging its historical utility in genetic and physiological research. As invertebrates, D. melanogaster are not subject to the Animal (Scientific Procedures) Act 1986 in the United Kingdom, making them suitable for large-class teaching. The activity aims to enhance students' molecular skills and understanding of genotype-phenotype linkages through hands-on experiments. Students conduct DNA extraction, PCR, and restriction digestion, followed by behavioral assays to assess motor function. Results demonstrate consistent molecular outcomes and significant differences in climbing ability between wild-type and mutant flies, mirroring multiple human neurological disease symptoms. The practical encourages inquiry-based learning, allowing students to design multistage experiments and analyze complex data. This comprehensive approach not only reinforces theoretical knowledge but also provides valuable insights into human disease mechanisms with invertebrate models. The methodology can be adapted for various educational levels and expanded to include more advanced techniques such as qPCR, fostering a deeper understanding of molecular biology and neurophysiology.NEW & NOTEWORTHY There are ethical revisions around the use of animal models in research and teaching. However, there is still a need to train students in physiological techniques to promote skill development and engagement in research. This article provides an ethically accessible, inquiry-based practical using Drosophila melanogaster to model neurological disease. The activity reinforces core physiological and molecular skills while fostering analytical thinking and engagement with human disease mechanisms.
