Biology 3.3

Responses to

the

Environment

AS 91603

5 External Credits

Ms Gibellini 2014

Achievement StandardDemonstrate understanding involves describing plant and animal responses to their external environment. The description includes:

the process(es) within each response and/or the adaptive advantage provided for the organism in relation to its ecological niche.

Demonstrate in-depth understanding involves using biological ideas to explain:

how the responses occur

why the responses provide an adaptive advantage for the organism in relation to its ecological niche.

Responses are selected from those relating to:

orientation in space (tropisms, nastic responses, taxes, kineses, homing, migration)

orientation in time (annual, daily, lunar, tidal rhythms)

interspecific relationships (competition for resources, mutualism, exploitation including herbivory, predation, and parasitism)

intraspecific relationships (competition for resources, territoriality, hierarchical behaviour, cooperative interactions, reproductive behaviours).

External environment will include both biotic and abiotic factors.

Exam Specifications

Candidates should be familiar with graphical and

tabulated data.

Candidates should be familiar with the following

terms:

agonistic behavior endogenous home range

auxin entrainment kin selection

biological clock exogenous photoperiodism

cooperative breeding free running period

zeitgeber.

courtship

Topic Outline The Basics – abiotic, biotic, ecological niche

How/Why Respond

Responses in space

Responses in time

Interspecfic relationships

Intra specific relations

The Basics Abiotic

non living

Temperature

Light intensity

Moisture

Substrate

Chemicals/pH

Biotic Predators

Prey

Courtship and

mating behaviours

Online Activities1. Watch the following clips, complete the quizzes.

http://science.howstuffworks.com/life/30707-assignment-discovery-abiotic-and-biotic-factors-video.htm

http://education-portal.com/academy/lesson/the-environment-levels-of-ecology-and-ecosystems.html#transcript

http://education-portal.com/academy/lesson/ecosystems-habitats-and-ecological-niches.html#lesson

http://www.youtube.com/watch?v=E1pp_7-yTN4

2. Read through the following pagehttp://www2.ccsd.ws/sbfaculty/team8e/jecole/Science/abiotic_vs_.htm

http://sciencebitz.com/?page_id=23

3. Complete the following activity to test your understandinghttp://www.pbslearningmedia.org/asset/lsps07_int_ecosystem/

The Basicso Ecological niche

Where an organism lives, what it eats, what eats it,

when it is active, adaptations it has to survive

Realised niche

Where the organism is actually found due to limiting

factors – competition, lack of resources

Fundamental niche

Where the organism could potentially be found

Why Respond?

Why respond? - put your ideas onto the following padlet brainstorm http://padlet.com/wall/ResponseAdvantage

Adaptive Advantage - directly or indirectly helps individual's survive or reproduce

What is the adaptive advantage of being able to respond to the environment?

Get maximum sunlight for photosynthesis

Grow roots towards nutrients and water source

Move to warmer surroundings

Hide when its daylight or too cold… conserve energy

Online Activities1. Watch the following clip, read the information and answer the quiz

http://education-portal.com/academy/lesson/interspecific-competition-competitive-exclusion-niche-differentiation.html#lesson

http://en.wikipedia.org/wiki/Adaptive_behavior_(ecology)

http://www.youtube.com/watch?v=5SDzjctfmAw

http://www.youtube.com/watch?v=h6-evXswaQs

https://docs.google.com/a/cloud.waimea.school.nz/presentation/d/1g_bW-21tsNc_P3WpuJQzwRCX9jSbGdASs8FfBs1KOj8/edit#slide=id.p14

Stimulus:

Anything that causes an

organism to react.

Cause

Stimulus : singular

Stimuli: plural

Response:

Any change an organism

makes as a result of a change

in the environment

Effect

The Basics

Stimulus Photo

light

Geo/gravi

gravity

Hydro

water

Chemo –

chemicals

Thigmo

touch

Helio –

sunlight

Thermo

temperature

How do organism detect

change

Animals use their senses

Sight

Hearing

Taste

Touch

Smell

Plants use chemicals and hormones to detect changes in their environment

How do animals respond?

Innate

- Born with behaviour

- Spiders spinning a web

Learned

- Taught behaviour over time

- Chimps using stick to get ants from

a log

Videos

Innate Behaviour

Learnt Behaviour

Learnt and Innate Human Behaviours

Aim:

To unlearn an innate behaviour

Method:

1. Blow across the eye of your partner

What happens? Did the person do this consciously? What is the adaptive advantage of this behaviour?

2. Repeat (blowing across eye) at 10 sec intervals, record how many times you do it before the person learns not to react

What is the stimulus? What is the response? What is the adaptive advantage of unlearning this innate behaviour?

Online Activities1. Watch the following clips

http://www.bbc.co.uk/bitesize/ks3/science/organisms_behaviour_health/behaviour/revision/1/

http://www.youtube.com/watch?v=dj08D-tllHs&ytsession=ZQbvpv4AUPLGOBbJljtb6DG2FrCZJPxzxDW5YtfGGNIhsIyB8S4fQCaHXUHkNlBLAeB7w80bjaDrWD-56NmwP3YkwQszdokqh1YgSS_VKN-ZJQGhAJUTfjyLTNZXMqqQbPmbwblOTh75NQ5j60AJsiTsuXsT1L9SpCdYXHtimTSUmgWwD5lRmwd3fWro3ZDbEw2fQczgE_02TnAa4DXR2OGdJ-X84qSKtm6jPGanzVXtVS2CYxLICjB4hCT3cD6ToQwdd0w8hAHifr0pfLgdNQ

http://education-portal.com/academy/lesson/innate-behavior-reflexes-kineses-and-taxes.html#lesson

http://education-portal.com/academy/lesson/learned-behavior-imprinting-habituation-and-conditioning.html#lesson

http://www.youtube.com/watch?v=OJsE6KneH4c

http://www.youtube.com/watch?v=Xq4ahmk4_HE

2. Read the following information

http://click4biology.info/c4b/e/e3.htm#1

http://www.ib.bioninja.com.au/options/option-e-neurobiology-and-2/e3-innate-and-learned-behav.html

Behaviour Types1. What are the differences between innate and learned behaviour?

2. What is the adaptive advantage of:

- having innate behaviours?

- being able to learn behaviour?

http://www.bbc.co.uk/bitesize/ks3/science/organisms_behaviour_health/behaviour/activity/

http://www.bbc.co.uk/bitesize/ks3/science/organisms_behaviour_health/behaviour/quiz/q23631376/

Defn. Examples

Learned

Innate

Growth movements

slow

change in size/shape of cells

Controlled by hormones

Turgor movements

Faster, reversible

Water content of cells changes

How do Plants Respond?

Plants use a range of hormones to respond to stimuli:

Google doc of tables

Hormone Where is it

made

Effect site Action Effect

Auxin

Gibberelin

Cytokinins

Abscisic acid

(ABA)

Ethylene

Plants use a range of hormones to respond to stimuli:

Hormone Where Effect site Action Effect

Auxin Shoot tip

(meristem)

Growing

regions

Cell elongation

due to turgor

pressure

Tip bends towards

stimulus

Gibberelin Fruits, seeds,

growing buds

& stems

Whole plant Growth of cells

Breaking of

dormancy

Growth, germination

of seeds, flowering,

fruit growth

Cytokinins Roots & fruit Branch & leaf

buds

Promotes cell

division and

differentiation

Growth of lateral

branches

Abscisic acid

(ABA)

Chloroplasts Where fruit &

leaves join to

plant. Seed

Inhibits growth Causes fruit & leaves

to fall from tree

Closes stomata

Promotes seed

dormancy

Ethylene Ripening fruit Cellular

metabolism

Increases sugar in

fruit

Ripens fruit & leaves

and causes it to fall

Online Activities1. Watch the following video, read the text, complete the quiz

https://education-portal.com/academy/lesson/plant-hormones-chemical-control-of-growth-and-reproduction.html#lesson

http://www.rooting-hormones.com/Video_auxinuse.htm

http://www.bbc.co.uk/schools/gcsebitesize/science/edexcel/responses_to_environment/planthormonesrev1.shtml

http://www.bbc.co.uk/schools/gcsebitesize/science/edexcel/responses_to_environment/planthormones/quiz/q72974343/

http://www.bbc.co.uk/schools/gcsebitesize/science/edexcel/responses_to_environment/planthormones/quiz/q16929046/

Plant Responses Vernalisation

flowering or germination after a cold snap

Ensures flowering/germination in spring

Dormancy

Arrested (slowed) plant growth

Ensures survival during winter/summer drought

Abscission

Leaf fall

Prevents leaves freezing in winter

Jellybeans and AuxinAim: To demonstrate effects of auxin in the shoot.

Method:1. Create a shoot with small jellybeans (5 on each side) and half a

marshmallow at the top (apical meristem) – take a photo

2. When exposed to light – lollie pop, IAA (choc chips) is released from the marshmallow (apical meristem) and travels to the dark side of the stem –take a photo

3. The IAA (choc chips) is absorbed into the cells on the dark side, causing these cells to enlarge…slowly remove the choc chips and replace 3 small jelly beans with large ones on the side opposite to sun – one at a time, ensuring the top and bottoms of jellybeans are always touching and the middle, take a photo each time

4. Keep the jellybeans ALL touching and the top two jellybeans ending at the same point with the marshmallow on the top.

Results:5. What happens to the direction of growth? Why?

IAA There are many types of Auxins

Indole Acetic Acid is involved with cell

elongation

Auxin Auxin is a plant hormone which

causes cells to elongate

http://www.kscience.co.uk/animations/auxin.htm

Auxin is made in the tip, and moves down the dark side of the shoot, causing the shoot to bend towards the stimulus

Auxin is soluble in water, but not mica or glass

Auxin also moves with gravity to lower side causing elongation and shoots to grow up out of soil

Stem Cuttings

Aim: Investigate the effect of rooting hormone on the

rate of root development.

Method: (tissue culturing) see worksheet

1. Sterilize utensils, workspace, containers(the trick is

to keep things as sterile as possible so that you grow plant tissue and not bacteria or fungi.)

2. Take cutting, sterilize cutting

3. Dip cutting in rooting hormone

4. Place one in agar with rooting hormone, and the

other in agar without hormone (label!)

Auxin in the Root

Auxin falls with gravity to the lower side of the shoot and root

In the shoot it causes cell elongation, shoot grows up towards the light

In the root it stops the cells elongating, and therefore the root bends down towards the soil and water

Explain what is happening in each experiment and why.

Apical Dominance High concentration of axuin in tip (apical meristem)

of tree prevents growth

Concentration decreases towards base of tree

Adaptive advantage because the top leaves do not shade the leaves underneath

Resulting in Xmas tree shape

Online ActivitiesComplete the prequiz, watch and read the animation, complete the post quiz – did you improve?

http://kisdwebs.katyisd.org/campuses/MRHS/teacherweb/hallk/Teacher%20Documents/AP%20Biology%20Materials/Plants/Plant%20Hormones/39_A01s.swf

http://generalhorticulture.tamu.edu/pracexam/HotPotatoExam/Exam2/pracex2c.htm

http://leavingbio.net/plant%20responses.htm

http://www.buzzle.com/articles/plant-hormones-and-their-functions.html

http://www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway/understanding_organisms/control_plant_growthrev2.shtml

http://www.abpischools.org.uk/page/modules/hormones/horm9.cfm

http://www.slideshare.net/mazz4/plant-responses-15051190

http://lgfl.skoool.co.uk/examcentre.aspx?id=221

http://bcs.whfreeman.com/thelifewire/content/chp38/3802002.html

NCEA Question

Padlet your answer here

Tropisms

Plants grow in response to stimuli

Growth towards – positive

Growth away from – negative

Tropic Responses

Experiment 1: Phototropic Responses

Aim: To investigate phototropic responses in bean plants

Method:

1. Soak beans over night to encourage germination

2. Celleotape bean into small box

3. Cut a hole to let the light in on one side of the box

4. Leave for 5 days – open and investigate

Results:

What is the adaptive advantage of this type of response?

What is the stimulus causing the response? What is the

name given to this type of response?

Experiment 2: Geotropic Responses

Aim: To investigate the geotropic responses in bean plants.

Method:

1. Soak beans over night to encourage germination

2. Scellotape bean into petri dish

3. Blue tack dish vertically onto the wall

4. Leave for 3 days – take a photograph

5. Turn petri dish 180’

6. Repeat steps 4-5 2 x

Results:

What is the adaptive advantage of this type of response? What is the stimulus causing the response? What is the name given to this type of response?

Experiment 3: Phototropic Responses

Aim: To investigate phototropic responses in mustard/wheat/grass shoots

Method:

1. Set up a man as seen in picture

Results:

What is the adaptive advantage of this type of response? What is the stimulus causing the response? What is the name given to this type of response?

Tropisms1. Why do plants need to respond to the environment?

2. What things can stimulate plants to respond?

3. What does tropos mean?

4. Give a definition and example of the following (try and find a photo to insert as well)

- Table as google doc – remember to make a copy!

Tropism Definition Stimulus Example Picture Advantage

Phototropism

Chemotropism

Gravitropism

Thigmotropism

Hydrotropism

Heliotropism

Tropisms

1. Why do plants need to respond to the environment?

- so they can survive, grow and reproduce, make the most of resources

2. What things can stimulate plants to respond?

- gravity, light, chemicals, touch, water

3. What does tropos mean?

- Turn

Tropism Definition Stimulus Example Picture Advantage

Phototropism Growth in

response to light

Light Sunflower moving

to face the sun

Increased light so

increased

photosynthesis

Chemotropism Growth in

response to

chemicals

Chemicals Pollen tube

growing towards

ovaries

Pollen can fertilize

egg in safe protected

place for

reproduction

Gravitropism Growth response

to gravity

Gravity Roots growing

down into the

ground, shoots

growing up

against gravity

Roots gain

anchorage, growth

towards water,

Shoots grow towards

light for p/s

Thigmotropism Growth response

to touch

Hard surface Grape vine

curling around a

stake

Growth up towards

the light for

photosynthesis

Hydrotropism Growth response

to water

Water Willow roots

growing into river

banks

Get water for

photosynthesis,

transpiration and

turgity

Heliotropism Tracking the

path of the sun

Light source Sunflower moving

to face the sun

Increased light so

increased

photosynthesis

- The shoot responds to gravity by growing upwards (negative geotropism) and upwards towards the light (positive phototropism)

- Auxin is a hormone, that is produced in the tip (apical meristem), IAA is an example, causes cell elongation by making the vacuole retain water. Auxin moves down from the tip causing cells to elongate and grow upwards.

- Gravity causes the shoot on sprouting from the seed to grow upwards, if it needs to curve to do this auxin is released to the lower side (gravity drops it to this side) elongating the cells on this side causing the shoot to bend upwards and grow up and out of the soil

- Once exposed to light auxin is released from the tip and travels down the dark side of the shoot causing cell elongation and the shoot to bend towards the light

- The advantage of negative geotropism is that the shoot grows in the correct direction to get to sunlight quickly so it can start carrying out photosynthesis

- There is no light under the soil so it cannot rely on phototropism. Once exposed to light the plant is a producer and therefore makes its own energy and needs light for the process of photosynthesis, growing towards the light increases light intensity and therefore rate of photosynthesis and growth

Online Activities1. Watch the following clip

http://www.youtube.com/watch?v=5JXm1USHlQY

http://www.youtube.com/watch?v=uX5eoxKbzHE

http://www.youtube.com/watch?v=pi3P3uJOsN4

http://www.youtube.com/watch?v=CGIgvzGpPRw

https://education-portal.com/academy/lesson/tropisms-phototropic-geotropic-and-thigmotropic-plant-growth.html#lesson (complete the quiz too!)

http://www.youtube.com/watch?v=DDMlvthj8MY

2. Read the following pages.

http://plantsinmotion.bio.indiana.edu/plantmotion/movements/tropism/tropisms.html

http://www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/living/controlplantgrowthrev1.shtml

http://bcs.whfreeman.com/thelifewire/content/chp38/3802001.html - complete the quiz too!

http://www.kscience.co.uk/animations/auxin.htm

http://leavingbio.net/plant%20responses.htm

http://plantsinmotion.bio.indiana.edu/plantmotion/movements/nastic/nastic.html

http://plantsinmotion.bio.indiana.edu/plantmotion/movements/nastic/nastic.html

http://plantsinmotion.bio.indiana.edu/plantmotion/movements/nastic/nastic.html

http://www.slideshare.net/mazz4/plant-responses-15051190

3. Complete this online quiz

http://www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/living/controlplantgrowth/quiz/q78887607/

http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter40/chapter_quiz.html

Nastic Responses

Plants respond rapidly to stimuli as a

result of osmotic pressure changes

(water in the cells)

It is a non directional response

Rate of response can increase with

increasing stimuli

Eg flowers closing at night - photonasty

Padlet your answer here

Padlet your answers

http://www.biol.uzh.ch/filme/life_on_earth/Chapter_26/Present/Activities/26_3/26_3_2a.html

Kahoots

https://play.kahoot.it/#/?quizId=17817ba1

-d8ed-47d2-b0d1-

0cc2912cde49&user=ngibellini&token=ca

81bbbd-c192-4fb8-ae09-cfcfce477f6f

Animal Responses

Taxis – movement of an animal towards or away

from a stimulus

Kinesis – an animals non directional activity speed

response to a stimulus

Homing – ability to find and return to a home site

Migration – movement of animals between two

habitats

KinesisCan relate to speed of movement – orthokinesis or

direction of movement – klinokinesis in relation to the

intensity of the stimulus and rate of turning

Eg more light = faster movement (to get out of light

and predators vision)

Animal ResponsesExample Stimulus

Prefix

(hydro, geo etc)

Kinesis/taxis

Klino/ortho

Positive/

negative

Adaptive

advantage

Animal Responses

Aim: To investigate taxic responses in slaters

Method:

1. Using choice chambers set

up the following conditions:

A. Light vs Dark (cover one side with a rag)

B. Dry vs Moist (moisten filter paper and put in one dish)

C. Hot vs Cold (put ice under one side)

Results:

What is the adaptive advantage of this type of

response? What is the stimulus causing the response?

What is the name given to this type of response?

Animal ResponsesAim: To investigate kinetic responses in slaters

Method:1. Put 5 slaters in an ice cream container

2. Observe speed of movement3. Shine light at them from 50cm

4. Observe speed of movement

5. Shine light at them from 25cm

6. Observe speed of movement

Results:What is the adaptive advantage of this type of response? What is the stimulus causing the response? What is the name given to this type of response?

Online Activities

http://prezi.com/cczzkebzdbij/taxis-and-kinesis-

in-animals/

Why respond? – What is the adaptive

advantage? – Padlet

Complete tables on kinesis and taxic responses

NCEA Questions

Padlet Answer – come up with a different example to the ones already on the padlet!

Homing What:

Innate ability of an animal to return to its nesting site.

Why:

To meet and mate at a breeding site

To return to nest and young

Returning to a safe well resourced place

How:

Topographical memory - Visual cues such as landmarks, seas, rivers, mountains

Magnetic orientation, sun compass, celestial navigation, olfaction (smell)

Navigation Practical 1 Animals need to use all their senses to navigate

(including your common sense!)

Mark the following on your compass:

North, south east west

C block, H block, F block, field

Sunrise, sunset

Road, music block (noise)

Food room, kiosk (smells)

Follow the navigation instructions until you get back to

where you started (then come back to class)

Homing

Organism Why it goes

home

How it

navigates

Interesting

Info

Albatross Link to table

Bees

Pigeons

Logger

headed sea

turtle

Videos The great Migrations

https://www.youtube.com/watch?v=xVZlAtXnf5k

https://www.youtube.com/watch?v=8Z-fwZ9m7KQ

https://www.youtube.com/watch?v=L59UAZ1d2NI

https://www.youtube.com/watch?v=JrXlEzKOQK0

https://www.youtube.com/watch?v=CwIT9pv4khw

Migration

MigrationWhat: regular and intentional mass movement of animals from a

breeding area to another area where they do not breed

Why? More resources (food, water, space, nesting sites) at new

location

Meet up with others to breed Better climate (warmer)

When?

Day length changes

Temperature changes

How? Internal clocks respond to environmental cues

Topographical memory - Visual cues such as landmarks, seas, rivers, mountains

Magnetic orientation, sun compass, celestial navigation, olfaction (smell)

Migration

Organism Trigger that

causes migration

How it

navigates

Migration

Route (map)

Humpback whale

(Megaptera

novaeangliae)

Link to table

Monarch butterfly

(Danaus plexippus)

Shining Cuckoo

(NZ)

Shortfin Eels

Godwits

MigrationAdvantages Disadvantages

New/more resources Uses lots of energy (need to store energy

prior to migration)

Greater genetic mixing

Better breeding conditions

Could get lost on the way

They grow larger Could get killed (eaten) on the way

Reduces predation and disease

from parasites

Once arrive location may have changed

– no habitat, no food, no nesting sites,

climate change

Animals remain in a favourable

temperature

Could run out of energy before reaching

destination and die

May lead to the colonisation of a

new area.

If young die lose a generation and

species cannot continue

Constant food supply

Navigation Practical 2Aim: How well can you navigate? What do humans use to navigate?

Method:1.blindfold on your partner

2. For two minutes, walk your partner around the field in an unpredictable pattern. (spin them a few times but not enough to make them dizzy).

3.Ask them to point to the north.

4. Record how close they came as accurately as possible. 5. Repeat the above except ask your partner to point to the school building after 2 minutes.

6. Again record how close they came. 7. Then switch places and your partner should do the same to you.

8. Repeat the trial three times taking turns and recording the results as you go.

Before you begin: What do you think will happen? Why?

Results:

Conclusion:

How close were you?

What did you use to help you navigate?

Do humans have an innate sense of direction?

Student 1 How close to

North

How close to

school

Trial 1

Trial 2

Trial 3

Student 2 How close to

North

How close to

school

Trial 1

Trial 2

Trial 3

Navigation Practical 2 Fill in the compass template with as

much information about the locations around the school as you can (blocks, sounds, smells, sights, sunrise/sun set)

Use the navigation card to move around the school collecting the answers and clues.

Return to class once you have them all!

What senses did you use to navigate?

Why do animals need to be able to navigate?

Videos

http://www.youtube.com/watch?v=Vy1l-

LJYRsg

http://www.youtube.com/watch?v=D_tS8

7KgtBQ

http://www.etv.org.nz/programme.php?i

d=24980

Online Activities

http://pinewood.auckland.ac.nz/291009/Lens_29_10_09/STREAMING.html

http://lens.auckland.ac.nz/index.php/Animal_Navigation:_Magnetic_Sense#Useful_Links.C2.A0

http://lens.auckland.ac.nz/images/a/a3/Animal_Navigation_Question09-2.pdf

http://lens.auckland.ac.nz/images/0/06/Magnetic_Navigation_09_Final2.pdf

http://www.nature.com/scitable/knowledge/library/animal-migration-13259533

Migration and Homing

QuestionsQuestions

1. Differentiate between migration and homing.

2. One - way migrations are usually in response to what?

3. What factors may have been responsible for the one - way migration of early humans?

4. Suggest some environmental factors that may trigger migration.

5. Of what advantage is it for animals to migrate?

6. What are the risks of migration?

7. Why must the Golden Plover make a non - stop migratory flight from Alaska to Hawaii?

8. What evidence is there that migration is species specific and innate?

9. What evidence is cited to illustrated that the sum and the stars are used for migratory navigation?

10. Give details of the migratory behaviour of four species of animal found in New Zealand.

11. What does the wasp example illustrate?

12. What enable pigeons to home successfully?

13. What other cues, apart form recognising land marks and celestial bodies, do animals use to orient themselves

Answers

Human Body Clock

http://www.goldiesroom.org/Shockwave_Pages/068--Circadian%20Rhythms.htm

http://bcs.whfreeman.com/thelifewire/content/chp52/5202002.html

http://www.youtube.com/watch?v=aF24ZmPwzb0

http://media.hhmi.org/biointeractive/click/morning-evening_quiz/index.html

http://media.hhmi.org/biointeractive/media/bobtail_squid-lg.mov

Responses to TimeWhy: Synchronise activity with the environment and

other organisms (food, mates, descciation)

Time activity with food availability

Time activity with reduced risk of predators

Saves energy checking when the time is right

Ensures reproductive activity occurs at the same

time in species

Prepare for winter, migration

How: Internal body clocks – endogenous

External environmental cues (temp, day length) - exogenous

When: Annual – yearly or circa annual (about a year)

Daily – 24 hours or circadian (about 24hours)

Lunar - monthly or circa lunar (about 29.5 days)

tidal rhythms – 12.5 hours or circa tidal (about 12.5 hours

Videos http://www.youtube.com/watch?v=62MSZyDE8Hs

http://www.youtube.com/watch?v=zEkjNgaCCu4

http://www.youtube.com/watch?v=IulLbBQPaQo

http://www.youtube.com/watch?v=1YRSaLCxfE4&lis

t=PL99360A5D7876B764

http://www.youtube.com/watch?v=b9IdZb3z7Jw

http://www.youtube.com/watch?v=eIoIVVPr9fU

Terms you MUST knowExogenous = controlled by environmental stimulus

Endogenous = biological clock/ regulated internally, no environmental stimulus needed

Period of rhythm = time it takes to complete one cycle of activity

Phase shift = this occurs during entrainment, it is how much the activity/ rhythm has been shifted forward or back

Free running period = cyclic behaviour observed without external stimulus

Entrainment = the resetting of the biological clock

Zeitgeber = the environmental cue which resets the biological clock

Crepuscular – active at dawn and dusk

Diurnal – active during the day

Nocturnal – active at night

Online Activities http://plantsinmotion.bio.indiana.edu/plantmotion/movements/leafmov

ements/clocks.html

http://bcs.whfreeman.com/thelifewire/content/chp52/5202002.html

How good is your biological clock? http://faculty.washington.edu/chudler/java/esttime.html

http://faculty.washington.edu/chudler/yawn.html

Online interactive on mice activity, you need to read and follow the instructions http://neuron.illinois.edu/games/mouse-actogram-game

http://neuron.illinois.edu/sites/default/files/games/MouseActogram/exploration_guide.pdf

http://neuron.illinois.edu/sites/default/files/games/MouseActogram/MouseActogramResponses.pdf

Online interactive on fruit fly activity, you need to read and follow the instructions http://neuron.illinois.edu/games/fruit-fly-simulation

http://www.hhmi.org/biointeractive/measuring-circadian-activity-drosophila

Rhythm

Length

Name Given

to this type

of Rhythm

Environmental

Cue

(zeitgeber)

Example

- give a plant

and animal

example

- exo/endo?

Advantage

About 24 hours

About 12.5

hours

About 29.5

days

About 365 days

Daily Cycles in Animals

(circadian rhythms)

Animals are active at different times of the day:

Diurnal – active during the day, inactive at night

Nocturnal – active at night, inactive during the day

Crepuscular – active at dawn and dusk

Arrhythmic – no regular pattern

Compound Rhythms

Animal responds to more than one

environmental rhythm

Eg. Sandhopper – uses lunar orientation

at night, solar navigation during the day.

Body Temperature

Measure your temperature every 2 hours from the time

you get up in the morning to the time you go to sleep.

Don't eat or drink anything right before you take your

temperature.

Make sure to take your temperature the same way

every time and that you read the temperature VERY

ACCURATELY....the differences in your body

temperature are only a few 0.1 of a degree.

Chart your body temperature with time...use the X axis

for "Time of Day" and Y axis for "Body Temperature".

Do you see a pattern?

Actograms

Actograms https://docs.google.com/a/cloud.waimea.school.nz/presentati

on/d/1yurhxyokv3_eSuOdj9uR4QNBKt-Rm3YHKK0WYC5LXsM/edit#slide=id.p

http://www.youtube.com/watch?v=IulLbBQPaQo

http://www.youtube.com/watch?v=62MSZyDE8Hs

http://www.youtube.com/watch?v=eIoIVVPr9fU

http://www.google.co.nz/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=0CDQQFjAD&url=http%3A%2F%2Fyear13bio.wikispaces.com%2Ffile%2Fview%2FBIOLOGICAL%2BCLOCKS-wto%2Bmod.ppt&ei=CrrdUq28EYTuiAeAj4DYBg&usg=AFQjCNFGSxfflskQl1UOjKf3gUySkL6e9g&sig2=EX-ol_nGgYw_KCAREEG7sw&bvm=bv.59568121,d.aGc

http://lens.auckland.ac.nz/images/8/85/Biological_clocks_seminar_paper.pdf

Worksheet

Lunar Questions

Photoperiodism response in plants to the changing length of night

Short day plants require short days and long nights

flower when the photoperiod is less than the critical length (10 hours daylight and 14 hours darkness)

flower in winter e.g. chrysanthemums

Long-day plants require long days and short nights

flower when the photoperiod is greater than the critical length –14 hours daylight and 10hours darkness).

flower in summer e.g. sunflowers

Day-neutral plants relatively unaffected by the amount of light per day and

will flower at any time of the year e.g. tomatoes

Phytochrome SystemPlants photoperiodic response is controlled by a pigment called phytochrome

This pigment exists in two forms:

Pr also called P665 or P red

Pfr also called P725 or Pfar Red

•Daylight is made up of mainly red light with the wavelength of about 665nm

•At night mainly far red light is present with a wavelength of

about 725nm

Phytochrome absorbs red light during the day and

converts Pr into Pfr

At night Pfr is slowly converted back into Pr

If the day is long enough Pfr accumulates and long

day plants flower

If the day is short and night is long Pr accumulates

and short day plants flower

Adaptive Advantages Germinate when greatest chance of survivlal

Seeds masting (seeds all produced at same time)

not all are eaten

Flower at same time so can increase cross

pollination

Flower when pollinators are active

Commercially florist can flash different types of

light to induce flowering for valentines etc

Online Activities

http://bcs.whfreeman.com/thelifewire/content/chp39/3902s.swf

http://highered.mcgraw-hill.com/sites/9834092339/student_view0/chapter41/animation_-_phytochrome_signaling.html

http://click4biology.info/c4b/9/plant9.3.htm#6

http://www.youtube.com/watch?v=aGOs8OLJpaY

https://docs.google.com/a/cloud.waimea.school.nz/presentation/d/1-pYQwQ6I86FIK6xuiTg-CZRih2FeIqJMzg5XS5yrims/edit#slide=id.p5

Interspecific Relationships

Videos Mutualism

http://www.youtube.com/watch?v=D1aRSeT-mQE

http://www.youtube.com/watch?v=IiQTrA0-TE8

http://www.youtube.com/watch?v=zSmL2F1t81Q

http://www.youtube.com/watch?v=Qqa0OPbdvjw

https://kleinsclasses.wikispaces.com/file/view/apes-08-species_interactions.swf

http://www.skoool.co.uk/content/keystage3/biology/pc/learningsteps/CORLC/LO_Template.swf

Interspecific Relationships Relationships BETWEEN two Different species

Padlet TableRelationship Definition Example

(NZ if

possible)

Advantage

for species 1

Advat

/disadvant

species 2

Competition

Predation

Parasitism

Commensalism

Mutualism

Herbivory

Answers Competition: Tortoises compete with one another as well as

with the wild goats for food.

Predation: The Galápagos tortoise was killed by sailors, pirates, and other human visitors during the 19th century.

Parasitism: Mites and ticks suck blood from the tortoise.

Mutualism: The tortoise is "cleaned" of ticks and mites by the ground finches that eat these parasites, and the tortoise benefits by not losing blood to the parasitic insects.

Commensalism: The scientists at the Charles Darwin Research Station help tortoises survive by raising the endangered young in specialized areas. Humans receive no direct benefit from this action.

Online Activities http://www.slideshare.net/ericchapman81/5-1-species-interactions

http://lgfl.skoool.co.uk/content/primary/science/social_patterns/index.html

http://www.learner.org/courses/envsci/interactives/ecology/ecology.html

http://bcs.whfreeman.com/thelifewire/content/chp54/5402003.html

http://highered.mcgraw-hill.com/sites/0073031208/student_view0/chapter25/multiple_choice.html You might have to do some research to answer all of these!

Have a go at these quizlets http://quizlet.com/ngibellini/folders/300-biology

Read the information and then fill in the table: http://www.nsta.org/publications/interactive/galapagos/activities/pdf/atales.p

df

http://www.nsta.org/publications/interactive/galapagos/activities/pdf/btales.pdf

Plant Responses to the

Biotic Environment

Plant-plant relationships

Plant-fungi relationships

Plant-animal relationships

Plant defences (aggressive)

Co-operative relationships

Plant-plant relationships

Relationships between plants is more

complex than you might think.

Examples

Allelopathy – this is when a plant may secrete

a toxic substance from their roots or leaves

that inhibits plants growing near them.

E.g. Chaparral bush, black walnut

Seed dispersal mechanisms – ensures spread

of offspring over a wide area

Plant-plant relationships Growing larger leaves to capture available light

when it is reduced

Plants arranging in layers (stratification) in response

to differing environmental conditions (will have

adaptations enabling them to survive in certain

layers)

Epiphytes – grow on other trees to gain access to

better conditions

Lianas – plant climb up trees

Plant-fungi relationshipsMany plants will form relationships with

Fungi Mycorrhizal fungi form mutualistic relations with

many plant roots. The fungi help the plant roots absorb water and minerals and in return get organic molecules (nutrients) made by the plant by photosynthesis

Obligate mutualistic relationships – lichen (made up of algae and fungi) that are obliged to live together. Fungi absorbs water and nutrients and keeps the algae wet and the algae carries out photosynthesis and provides sugars and food for the fungus.

Plant-animal relationships

Herbivores eat plants by:

Grazing

Browsing

Suck sap

Feed on nectar, pollen, fruit and seeds

Chew roots

Eat gum

Plant defences Plants must have strategies to defend

themselves against herbivory:

Examples

Thorns

Divarication

Chemicals

Low growing point

Seed masting

Hiding etc

http://www.youtube.com/watch?v=EFRCe65NV44

Co-operation in plants Co-operative interactions between plants and

other plants, and plant and animals can include

Pollination – animal pollinators (insects/birds) are

attracted by rewards or advertisements

Guarding plants by animals

Animals gaining protection from thorns

Eating fruits and seeds pass through digestive track

and are dispersed

Intraspecific relationships

Videos

Intraspecific and Interspecific R.

http://www.youtube.com/watch?v=5hIjsdq3kdQ

http://www.skoool.co.uk/content/keystage3/biology/pc/learningsteps/CORLC/LO_Template.swf

https://www.youtube.com/watch?v=IiQTrA0-TE8

Intraspecific RelationshipsRelationships within the same species:

Competition for resources

Territoriality

Hierarchical behaviour

Cooperative interactions Hunting in packs

Teaching

Clumping for: Predator avoidance Warmth

Reproductive behaviours Courtship

Parental care

Pair bond

Advantages of Grouping Padlet your ideas:

http://padlet.com/wall/advantagesofgrouping

Defence - safety in numbers

Hunting - cooperative

Detection - finding food/ spot predators

Mating - accessible

Learning - Passing on of knowledge/ skills

Clumping - warmth/moisture retention

Share responsibility of bringing up young

Role specialisation

Socialisation - friendship

Population size regulation (breeding ability)

Aerodynamics - flight in V

Disadvantages of Grouping

Padlet your ideas:

http://padlet.com/wall/disadvantagesgroups

competition for resources - food/ mates/ shelter/

space/ air

Easily spotted by predators

Easy transmission of disease

Hierarchies - low may get less resources or not breed

Fighting - “Drama”

Infant mortality - cannibalism of infants

Reproductive

Behaviours

Courtship

Mating

Pair Bond

Parental Care

Courtship Behaviours https://www.youtube.com/watch?v=lMbDjNDD4cM

Video 2

Why?

To ensure same species

To ensure only mate with the fittest of the species

To ensure potential mate is fertile

How?

Dancing/ leaving smells behind

Nest building/ Bringing presents – shows good provider for

potential young

Calling/singing

Puffing/flapping – to make them look better

Fighting – non aggressive

Courtship http://www.britannica.com/EBchecked/topic/140848/courts

hip

http://www.bbc.co.uk/schools/gcsebitesize/science/triple_edexcel/behaviour/animal_plant_behaviour/revision/1/

http://www.thevirtualschool.com/

http://www.youtube.com/watch?v=gqsMTZQ-pmE

http://www.youtube.com/watch?v=yKKabd3W904

http://www.youtube.com/watch?v=1YQrLPW5DdY

http://www.ck12.org/biology/Reproductive-Behavior-of-Animals/lesson/Reproductive-Behavior-of-Animals/r21/

Mating

https://www.youtube.com

/watch?v=80lMLgzCzo0

Mating requires animals to

reduce aggression so can

get close to each other

Mating puts both animals

at risk of predation from

other animals or females

Mating helps form bonds

Reproductive Strategies

Monogamy – each mating with only one member of the opposite sex (often for life)

Polygyny – males mate with many females thus fathering many offspring

Polygamy – dominant males mates with a harem of females

Polyandry – females mate with more than one male

Polygynadry (promiscuity) – both male and female mate with more than one member of the opposite sex.

Pair Bonds

http://www.youtube.com/watch?v=uH_rIT0juiM

A stable relationship between animals of the opposite sex that ensures co-operative behaviour on mating and rearing of the young

E.g. turns, albatross

Two parents so can share parental care

Reduces risk to chick/pair

One can sit on nest while other feeds

Two to defend chick/pair

Less energy expended by individual

Warmth

Parental Care

Video

R Strategy

Lots of offspring

Little parental care

Reduces risk to parents

Many young die, but enough survive

Eg turtles, fish, mussels

K Strategy

Few offspring

high parental care

Parents at risk

Few young but fiercely protected and educated

Parental care

http://www.thevirtualschool.com/

http://www.ck12.org/biology/Reproductive-

Behavior-of-Animals/lesson/Reproductive-

Behavior-of-Animals/r21/

https://www.youtube.com/watch?v=9KnTCI

BksEI

Aggressive/Antagonistic Behaviours

Agonistic behaviour

Is aggressive

Towards members of the same species

Involves threats or fighting

Determines which competitor gains access to resources.

Especially strong between members of the same sex e.g. males fighting over females

E.g.

Territoriality

Competition

Hierarchy

Territoriality

Areas for feeding, mating or rearing young, that are

defended.

Held by aggressive behaviours

Usually consist of a lair or nest in the centre of the

territory, surrounded by a large home range that

animals cover regularly in search of food and

mates.

Only the territory is defended

http://bcs.whfreeman.com/thelifewire/content/chp

53/5302001.html

https://www.youtube.com/watch?v=4EU_tJWXaKc

Advantages of Territoriality Ensures space for each animal

Reduces disease

Harder for predators to find animals if they are spread out

Reduces fighting

Ensures there is enough food for everyone

Safe breeding sights that are defended

Best genes are handed on to offspring

Disadvantages of Territoriality Males without territories fail to breed as not seen as

attractive

Losers must spread out to find food rather than

fight

Marking and defending

Singing

Mark with urine

Using scent glands

Using signals

Calling

Competition

Competition occurs when individuals use the same

resources that are in limited supply.

Intraspecific competition is stronger than

interspecific competition

This is because individuals within a species are

competing for the same resources... e.g. food,

mates, nesting sites.

https://www.youtube.com/watch?v=7PIIPms1rR4

Hierarchies

https://www.youtube.com/wat

ch?v=uQtqeghoitI

Every animal is either above or

below another (linear

hierarchy).

There are no equals

Forms “Pecking Orders” Usually

established competitively

“top dog” will usually make

decisions for the group

Maintained by posture and

display

Reduces aggression and risk

Group Formation When animals join together to co-operatively

undertake tasks

E.g. Hunting, defence, protection etc

https://www.youtube.com/watch?v=5hIjsdq3kdQ

GroupsAdvantages: Team work while hunting leads to increased success

rate. Less predation as can have members of the group

on “look out” Older members protect young or weak individuals Large numbers can cause confusion for predators Breeding sites are located within a boundary that is

protected by members of a group

Disadvantages

Competition is increased

Disease can spread faster

Parasites (e.g. fleas) spread faster

Increases conflict between members

Achievement StandardDemonstrate understanding involves describing plant and animal responses to their external environment. The description includes:

the process(es) within each response and/or the adaptive advantage provided for the organism in relation to its ecological niche.

Demonstrate in-depth understanding involves using biological ideas to explain:

how the responses occur

why the responses provide an adaptive advantage for the organism in relation to its ecological niche.

Responses are selected from those relating to:

orientation in space (tropisms, nastic responses, taxes, kineses, homing, migration)

orientation in time (annual, daily, lunar, tidal rhythms)

interspecific relationships (competition for resources, mutualism, exploitation including herbivory, predation, and parasitism)

intraspecific relationships (competition for resources, territoriality, hierarchical behaviour, cooperative interactions, reproductive behaviours).

External environment will include both biotic and abiotic factors.

Revision

https://sites.google.com/a/tamaki.ac.nz/mrs-j-s-science/year-13-biology/plant-animal

http://mrsthorntonnz.wikispaces.com/Year+13+Biology#WELCOME!!!--Animal%20Behaviour%20and%20Plant%20Responses%20%2891603%29

https://docs.google.com/a/cloud.waimea.school.nz/document/d/14NdGdL7WpXQY8T-hVLH7qxC39xJJ2wHRcA0thca_Sec/edit

Answers: https://docs.google.com/a/cloud.waimea.school.nz/document/d/1o3tPvEVFkcZt-zQrj2GsH4_fLqhVmheRXmkp4a1GXFw/edit

THE END!!!

Tasks:For your topic you need to create and interesting interactive (ict or practical) way to teach the class the following:

Definition of behaviour

Definitions of key terms related to behaviour (see individual slides)

You tube clip about behaviour

How behaviour is maintained

Several Examples of behaviour

Adaptive advantages of behaviour

Disadvantages of behaviour

Make a roll play/skit to demonstrate the behaviour

Human example of the behaviour