Sep 7: Animal behavior (Ch 51)

Dispatch 9/7 1) What is the difference between NPP and GPP? 2) How are cellular respiration and photosynthesis similar? 3) How are cellular respiration and photosynthesis different? 4) How does Nitrogen get to the atmosphere? 5) When is the Ecology Test? What chapters are covered? See me: Thao ( ) + any one who hasn’t got my

Stickers Summer Homework Book Photo -Dalena -Sean -Daniela -Tatiana -Jocelyn T. -Estafani -Cesar -Godfrey -Kyle -Genesis -Cristina Lab download (BRING A FLASH DRIVE TUES LUNCH, WED NUTRITION OR THURS AFTER SCHOOL)

Ecology Test Next Friday! Start your study groups today

AP Biology: Proof of Knowledge Your Proof (explain in detail how you can prove that you have learned the concept) Concept (explain what biological principal are you proving) Concept (explain what biological principal you are proving) Concept (explain what biological principal are you proving)

Eutropication %20Environmental%20Science/course%20files /multimedia/lesson78/lessonp.html?showTopi c=1 %20Environmental%20Science/course%20files /multimedia/lesson78/lessonp.html?showTopi c=1 Answer lab questions 12-14

Animal Behavior Lab: Friday

Experiment Differentiation (please make a note for your prelab) Tables 1, 3, 5—Chemotaxis of Isopods Tables 2, 4, 6—Phototaxis of Isopods Tables 7, 8, 9—Hydrotaxis of Isopods

If_______then________

What Is Behavior? – Is what an animal does and how it does it Figure 51.2 Dorsal fin Anal fin

Behavior 1: Fixed Action Patterns A fixed action pattern (FAP) – Is a sequence of unlearned, innate behaviors that is unchangeable – Once initiated, is usually carried to completion A FAP is triggered by an external sensory stimulus – Known as a sign stimulus

In male stickleback fish, the stimulus for attack behavior is the red underside of an intruder Figure 51.3a (a) A male three-spined stickleback fish shows its red underside.

Activity: What will you, as the male stickleback do in each scenario? Scenario 1 Scenario 2 Scenario 3 Scenario 4

When presented with unrealistic models – As long as some red is present, the attack behavior occurs Figure 51.3b The realistic model at the top, without a red underside, produces no aggressive response in a male three-spined stickleback fish. The other models, with red undersides, produce strong responses. (b) The realistic model at the top, without a red underside, produces no aggressive response in a male three-spined stickleback fish. The other models, with red undersides, produce strong responses.

Proximate and ultimate causes for the FAP attack behavior in male stickleback fish Figure 51.4 ULTIMATE CAUSE: By chasing away other male sticklebacks, a male decreases the chance that eggs laid in his nesting territory will be fertilized by another male. BEHAVIOR: A male stickleback fish attacks other male sticklebacks that invade its nesting territory. PROXIMATE CAUSE: The red belly of the intruding male acts as a sign stimulus that releases aggression in a male stickleback.

Behavior 2: Imprinting Imprinting is a type of behavior – That includes both learning and innate components and is generally irreversible An example of imprinting is young geese – Following their mother Figure 51.5 BEHAVIOR: Young geese follow and imprint on their mother. PROXIMATE CAUSE: During an early, critical developmental stage, the young geese observe their mother moving away from them and calling. ULTIMATE CAUSE: On average, geese that follow and imprint on their mother receive more care and learn necessary skills, and thus have a greater chance of surviving than those that do not follow their mother.

Activity: What will you, as the recently hatched duck, if instead of mommy duck a chicken is present?

Konrad Lorenz showed that – When baby geese spent the first few hours of their life with him, they imprinted on him as their parent

Conservation biologists have taken advantage of imprinting – In programs to save the whooping crane from extinction Figure 51.6

Many behaviors have a strong genetic component Biologists study the ways both genes and the environment – Influence the development of behavioral phenotypes Behavior that is developmentally fixed – Is called innate behavior and is under strong genetic influence

Behavior 3: Directed Movements (Kinesis and Taxis) Many animal movements – Are under substantial genetic influence These types of movements – Are called directed movements 1) A kinesis – Is a simple change in activity or turning rate in response to a stimulus 2) A taxis – Is a more or less automatic, oriented movement toward or away from a stimulus

Many stream fish exhibit positive rheotaxis – Where they automatically swim in an upstream direction Figure 51.7b Direction of river current (b) Positive rheotaxis keeps trout facing into the current, the direction from which most food comes.

Behavior 4: Animal Signals and Communication In behavioral ecology – A signal is a behavior that causes a change in another animal’s behavior Communication – Is the reception of and response to signals Animals communicate using – Visual, auditory, chemical, tactile, and electrical signals The type of signal used to transmit information – Is closely related to an animal’s lifestyle and environment

Behavior 5: Learning Learning is the modification of behavior – Based on specific experiences Learned behaviors – Range from very simple to very complex

Spatial and Associative Learning Spatial learning is the modification of behavior – Based on experience with the spatial structure of the environment In associative learning – Animals associate one feature of their environment with another – Operant conditioning is another type of associative learning In which an animal learns to associate one of its behaviors with a reward or punishment

Behavior 6: Classic Conditioning Classical conditioning is a type of associative learning – In which an arbitrary stimulus is associated with a reward or punishment Figure Before stimulus Influx of water alone Influx of alarm substances Influx of pike odor Day 1 Day 3 Control group Experimental group Relative activity level

Behavior 7: Cognition and Problem Solving Cognition is the ability of an animal’s nervous system – To perceive, store, process, and use information gathered by sensory receptors Problem solving can be learned – By observing the behavior of other animals Figure 51.17

Exit Quiz Pick 2 behaviors and explain them Give an example of each