Which of the following organisms perform waggle dance for others of their kin to indicate the direction and the distance to a source of their food?

Says sublethal pesticide exposure may 'impact some bee's ability to forage for nectar, learn and remember where flowers are located, and possibly impair their ability to find their way home', implying bees use learned spatial information in foraging.

A student could combine this with basic knowledge that successful collective foraging in social insects often requires information transfer (e.g., about direction/distance) to ask whether bees relay spatial info via behaviors like a 'dance'.

Notes pesticides may interfere with the honeybees' 'internal radar', preventing them from gathering pollen and returning safely to the hive, indicating bees rely on internal navigation and possibly shared cues for foraging success.

One could extend this by noting that if navigation is important to hive-level food collection, mechanisms for communicating location among nestmates (such as directional signals) would be plausible to investigate.

Defines apiculture and lists reasons beekeepers keep bees (collect honey, pollination), implying organized, coordinated foraging by colonies to supply hive resources.

Combine with the fact that large colonies need efficient ways to direct many workers to food patches to hypothesize existence of a recruitment/communication behavior (e.g., waggle dance) that encodes location.

Describes colony structure with tens of thousands of worker bees, implying division of labor and the need to coordinate many workers' activities like foraging.

A student could reason that coordination among many workers would benefit from explicit signals conveying distance/direction to food sources, motivating study of possible dances or signals.

Explains that when honeybees collect nectar they also gather pollen and propolis, showing foraging is a key collective activity involving multiple resources.

This supports asking how foragers inform nestmates about profitable multi-resource locations (suggesting the need to communicate where resources are), which could lead one to check for behaviors that convey direction/distance.

Lists bees alongside butterflies as pollinators; bees are a well-known insect group that use a waggle dance to communicate food locations.

A student could note that because closely associated pollinators (bees) use dance communication, they should check behavioural literature or observations to see if butterflies show comparable signalling.

Gives an explicit example of a species (the Bengal Florican) using a dance as a communicative/advertising behaviour (mating/territory).

One can generalise that 'dance' can be used for communication in animals, so test whether butterflies use dance specifically for foraging by seeking observational studies or analogies in insects.

Explains that organisms compete for common resources like food, providing a general motivation for animals to evolve signals that direct conspecifics to resources.

A student could infer that if butterflies benefit from informing conspecifics about rich food, they might evolve signalling — prompting targeted searches for such foraging communication in butterflies.

Defines 'food niche' as part of an ecological niche, tying species behaviour to how and where they obtain food.

Using this, a student could investigate whether butterflies’ food-niche behaviours include social communication (e.g., dance) by comparing with known niche-related behaviours in other insects.

Gives a clear example of an animal (the Bengal florican) using a repeated aerial 'dance' as a communication/advertising behaviour.

A student could use this pattern (dances used as communication in animals) and then check whether the waggle dance is specific to certain taxa (e.g., birds vs insects) and whether dragonflies show similar social signalling.

Describes plants emitting chemical signals to warn conspecifics — an example that organisms use various signals to communicate about danger/food.

Use this general rule (organisms communicate about resources/danger) to ask what signal modalities (chemical, visual, tactile) are used by insects and whether dragonflies have the sensory/behavioral traits to perform a waggle-like visual dance.

Lists dragonflies alongside bees and butterflies in the same ecological context and notes dragonflies are predators of other insects.

Combine this with knowledge that the waggle dance is associated with social foragers (bees) to test whether a predatory, often solitary insect like a dragonfly would benefit from or exhibit such recruitment signalling.

Provides a basic classification: both dragonflies and bees are insects (same broad group), implying comparisons of behaviour across insects are reasonable.

A student could extend by comparing social structure and communication modes within insects (e.g., honeybees' social foraging vs solitary insect lifestyles) to assess likelihood of waggle-dance-like behaviour in dragonflies.

Describes feeding relationships, competition, and how interactions regulate populations — framing why organisms might (or might not) evolve communication about food.

Use this ecological context to ask whether signalling about food would confer fitness benefits for dragonflies (given their ecological role) and thus whether one should expect recruitment dances.