1. Adaptations for survival 1
EL: To see what we already know about adaptations and begin learning about different types of adaptations

2. Activity
Complete first column of the “Adaptations Biq Questions” worksheet
Put any other questions you have about adaptations at the end
Hand in when you are done (don’t keep it!!!) – you’ll get it back at the end to see how much you have learnt!

3. What is survival?
Organisms that are considered “successful” at surviving in their environment:
Survive to reproductive age
Reproduce and have enough young to ensure survival of the next generation

4. Adaptations
An adaptation is a feature that seems to equip an organisms for survival in a particular habitat.
Adaptations can be structural, behavioural or physiological.

5. Examples of Adaptations
Type of Adaptation
Animal Example
Plant Example
Structural
Behavioural
Physiological

6. Structural Adaptations
Features of the shape and structure of the organism that help it to survive in it’s environment
Think of one example in an animal and one example in a plant and write it down in your table.

7. Structural Adaptations

8. Behavioural Adaptations
Behaviours undertaken by an organism that help it to survive in it’s environment
Think of one example in an animal and one example in a plant and write it down in your table

9. Behavioural Adaptations

10. Physiological Adaptations
Features of the organisms internal physiology (e.g. body temperature, water balance, heart rate, blood pressure ect) that help it to survive in it’s environment
Think of one example in an animal and one example in a plant and write it down in your table

11. Physiological Adaptations

12. activity/homework Page 291, qu 19, 22 Page 292, Biochallenge qu 5
Animal adaptations worksheet (to be handed in next lesson)

13. Reflection
From completing the big questions, how would you rate your pre-existing knowledge of adaptations from 1 (terrible) to 10 (very good)?

14. Adaptations for Survival 2: Physiological
EL: To begin learning about physiological adaptations, focusing on homeostasis

15. Homeostasis
Organisms cannot survive unless they are able to control the internal environment of their body, despite continual changes in their surroundings.
Homeostasis = The maintenance of a constant internal environment despite changes in the external environment.

16. Homeostasis

17. What needs to be kept within narrow limits?
M.I.T.G.O.W.B + pH + wastes
Metabolites (eg blood glucose concentration)
Ions (eg salts)
Temperature
Gases (eg CO2 and O2)
Osmolarity (ie water balance)
Wastes (e.g. urea)
Blood Pressure pH

18. Stimulus-response model
Receptor
Transmission - nerves
Control centre
Transmission – nerves or hormones
Response
Effector

19. Stimulus-response model example Negative Feedback
Increase in blood CO2
Receptor in arteries and veins
Respiratory centre in brain
Respiratory muscles in lungs
More CO2 exhaled
Transmission - nerves
Negative feedback – response counteracts the stimulus
Transmission - nerves

20. Watch click view movie

21. Reflection and Homework
What have you learnt about homeostasis?
Homework: Quick check qu: 1-4 pg 301

22. Adaptations for Survival 3: Physiological
EL: To demonstrate our understanding of homeostasis and to learn about the involvement of the nervous and endocrine systems

23. Activity People here last week:
Individually or in groups of up to 4 people, use the stimulus-response model to explain homeostasis. You can do this by either:
Performing a role play
Writing and performing a song or rap
Creating and performing an interpretive dance
Creating a poster and presenting it to the class
You have 10 mins to prepare and then have to present it.

25. The nervous system
This communication system controls and coordinates functions throughout the body and responds to internal and external stimuli.
Maintains homeostasis by detecting change and coordinating the action of effector organs
Responsible for unidirectional, fast communication by electrical impulses

26. The Central Nervous System (CNS)
Consists of the brain and spinal cord
brain
Spinal Cord
Cerebellum
Cerebrum
Medulla Oblongata

27. The peripheral nervous system (PNS)
Nerves extending out to the rest of the body from the CNS
Includes all sensory neurons, motor neurons, and sense organs

28. Nerve cells: Neurons The basic functional unit of the nervous system.
Send impulses to and from the CNS and PNS and the effectors (muscles/glands)

29. Nerve cells: Neurons Structure Description Function Soma/cell body
The control center of the neuron
Directs impulses from the dendrites to the axon
Nucleus
Control centre of the soma
Tells soma what to do
Dendrites
Highly branched extensions of the cell body
Receive and then carry information towards the cell body
Axon
Extension of the cell body
Carries information away from the cell body
Myelin sheath
Insulating layer around axon made of Schwann cells
Increases speed of impulse
Nodes of Ranvier
Gaps between Schwann cells.
Saltatory conduction – i.e. speed of an impulse is greatly increased by the message ‘jumping’ the gaps
Synapse
Gap between axon or one neuron and dendrite of another
Communication between nerve cells

30. Types of Neurons Affector/sensory neuron: Connecting neuron/
Receive incoming stimuli from the environment to CNS
located near receptor organs (skin, eyes, ears).
Connecting neuron/
interneuron:
Relay messages between other neurons such as sensory and motor neurons.
Usually found in brain and spinal cord.
Effector/motor neuron:
Carry impulses from CNS to effectors to initiate a response
located near effector (muscles and glands)

31. Types of Neurons

32. Where can the largest cells in the world be found?
Fun Fact:
Where can the largest cells in the world be found?
The giraffe’s sensory and motor neurons! Some must bring impulses from the bottom of their legs to their spinal cord several meters away!!

34. Types of receptors
Mechanoreceptors respond to mechanicalenergy (e.g. ear drum) Thermoreceptors respond to heat or cold (e.g. nerve endings in skin) Electromagnetic receptors respond to electromagnetic energy (e.g. ampullae of Lorenzini in sharks) Photoreceptors respond to visible light and UV radiation (e.g. eyes). Chemoreceptors respond to chemical stimuli (e.g. olfactory)

35. Video http://www.youtube.com/watch?v=xRkPNwqm0mM

36. Activities Complete Quick check qu 5&6 pg 308
Complete Chapter Review Question 3 on page 237

37. Endocrine System Uses chemical signals for cell to cell communication
Coordinates the function of cells
Response to an endocrine signal occurs within minutes to hours

38. Endocrine System Endocrine glands
Release hormones into the bloodstream.
Hormones
Chemicals released in one part of the body that travel through the bloodstream and affect the activities of cells in other parts. body.

39. Endocrine system

40. Controlling Glucose levels
Your cells need an exact level of glucose in the blood.
Excess glucose gets turned into glycogen in the liver
This is regulated by two hormones produces by the pancreas: insulin and glucagon

41. Glycogen
If there is too much glucose in the blood, insulin converts some of it to glycogen
Insulin
Glucose in the blood

42. Glycogen
If there is not enough glucose in the blood, glucagon converts some glycogen into glucose.
Glucagon
Glucose in the blood

43. Activity Complete quick check qu 7 pg 308
Complete “Nerves and Senses” Worksheet

44. Reflection and homework
How did the group activity help you to understand homeostasis better?
What did you learn about the nervous system today?
Homework: Complete any unfinished questions

45. Adaptations for Survival 4: Physiological
EL: To learn how animals and plants regulate temperature

46. Detecting temperature change
Most organisms have an optimal internal and/or external temperature range
E.g. Humans: internal temp approx 37oC
E.g. coral: external temp approx 26oC
Why? Optimal temperature for enzymes and other internal processes. Above or below can lead to lower functioning and possibly even death.

47. Detecting temperature change: Humans
External temp change detected by receptors in skin – one type for detecting cooling, another for heating
Internal temp receptors found deep within body – mostly within brain, near spinal cord, around large veins and in digestive system
Affector (sensory neurons) relay the information to the hypothalamus – the temp control centre of the body

48. Maintaining core temperature
Interaction of nervous and endocrine systems
Maintenance requires heat gain balancing heat loss – done in a number of ways

50. Losing heat
Heat can be lost through radiation , conduction, convection and evaporation

51. Losing heat

52. Losing heat
Organism may also undertake behaviours to lower temperature, such as:
Licking arms or legs to increase evaporative cooling
Increasing the amount of surface area exposed

53. Gaining heat
Hypothalamus initiates heat generation or reduction of heat loss
Heat can be generated through:
muscle contractions converted to heat energy through shivering
metabolic heat generation involving the pituitary gland
Heat loss can be reduced though:
Constriction of blood flow to the skin (i.e. vasoconstriction)
Piloerection of hairs on the skin

54. Gaining heat
Organism may also undertake behaviours to lower temperature, such as:
Moving around (e.g. jumping up and down)
Sheltering, putting on extra clothes, putting heater on
Huddling, reducing surface area exposed

55. Surface Area to Volume Ratio
In a cold temperature surface area exposed to the cold air is reduced.
On a very hot day, surface area is increased so that more body heat is lost.
Cat on a hot day – flattens out in a shady location, increasing its SA:V ratio
Cat on a cold day – curls up to reduce its SA:V ratio

56. Big or small?
Do you think big or small animals stay warm more easily? Write it down and why.
Take a look at page 314 and see if you were correct!

57. Animals adapted to the cold
If the water in cells freezes, the cells are killed as ice crystals pierce the plasma membrane.
Pure water freezes at 0˚C, but cytosol with dissolved materials in it has a lower freezing point, eg. Some salty solutions freeze at -18˚C.
Emperor penguins have number of adaptations to equip them for survival in freezing conditions. These include:

58. Animals adapted to the cold
A high metabolic rate - convert chemical energy in their food into heat energy.
This heat is retained by excellent insulation; layers of fat underneath the skin and a thick covering of feather layers.
They huddle together to reduce their surface areas exposed to the cold wind.
Circulation changes to slow heat loss through the feet.
Counter current heat exchange in their flippers.
Large body size to reduce SA:V ratio.

59. Ectothermic vs Endothermic
Ectotherms: depend on external sources of heat to generate body heat (what are some egs?)
Endotherms: generate their own body heat through internal chemical reactions
Interesting fact: 80% of the energy mammals get from their food is used to maintain core body temperature!

60. Thermoregulation in aquatic mammals
Water is a much greater thermoconductor than air:
i.e. heat is lost to water much faster than it is to the air
However, aquatic mammals, such as whales, dolphins and seals, are endothermic and breathe air
In order to thermoregulate in water, aquatic mammals have special adaptations that help them to survive

61. Thermoregulation in aquatic mammals
1. Blubber: insulating layer of fat below the skin and sometimes around internal organs. Can be up to 50cm thick.

62. Thermoregulation in aquatic mammals
2. Fur: Seal, sea lions and otters have a dense (thick) layer of fur that traps a layer of air next to the skin so that their skin never gets wet.

63. Thermoregulation in aquatic mammals
3. Countercurrent exchange: Involves vascular tissue in fins, flukes, tails and other appendages.
An outgoing artery from the body carrying warm blood transfers its heat to an incoming vein carrying cold blood.
This reduces amount of heat lost through skin and ensures blood returning to the body is at the right temperature

64. Thermoregulation in aquatic mammals

65. Thermoregulation in plants
Plants in a hot environment thermoregulate through:
Radiating heat to the environment
Transpiration of water - evaporative cooling (like sweating)
Leaf shape – increasing leaf edge to surface area ratio

66. Thermoregulation in plants cont…
Protecting enzymes using heat-shock proteins
Leaves orientating themselves away from the direct rays of the sun (e.g. Eucalypts)
Structural adaptations such as the ability to hold water (e.g. succulents, bottle trees)
Reducing leaf surface area by dropping leaves

67. Activity
quick check qu 8-12 on pg 317, on pg 322, & on pg 325
Biochallenge pg 336
chapter review qu 2, 5, 6, 7 &8
“Thermoregulation in mammals” worksheet
“Control of body temperature” worksheet

68. Reflection and homework
What did you learn about thermoregulation today?
Homework: Complete any unfinished questions/worksheets

69. Adaptations for Survival 5: Physiological
EL: To demonstrate thermoregulation

70. Activity
In groups of 3-4, complete activity 8.1 “The skin and temperature control”
Complete report INDIVIDUALLY on to sheet and hand in

71. Reflection and homework
What did this experiment confirm or contradict about thermoregulation today?
Homework: Complete prac report

72. Adaptations for Survival 6: Physiological
EL: To investigate how animals and plants osmoregulate

73. Why osmoregulation is important
Osmoregulation = maintenance of constant internal salt and water concentrations in internal fluids
Controlling water balance is important to ensure the cells of the body are in equilibrium
Too much water outside cells and the cells will absorb it, possibly exploding
Too little water inside cells and the cells will release water, possibly collapsing

74. Water balance in vertebrates
Kidneys eliminate nitrogenous waste and control water balance in all vertebrates
The basic structure that filters nitrogenous waste from blood is the loop of Henle .
The differences in the length of the loop of Henle are related to the differences in need to conserve water.

75. Water balance in vertebrates
The longer the loop of Henle, the more water can be reabsorbed into the bloodstream, and the more concentrated their urine.
Beaver – lives in fresh water, has a very short loop of Henle and produces weak urine compared to its body fluids.
Kangaroo rat – lives in desert, has a very long loop of Henle and produces concentrated urine compared to its body fluids.

76. Water balance and blood pressure
As water balance varies, so too does blood pressure
Increased water = increased blood pressure (and vice versa)
Two major hormones involved are antidiuretic hormone (ADHD or vasopressin) and renin

78. Desert animals Abiotic factors in the desert environment include:
Low rainfall
Low humidity
High daytime temperatures
Low night temperature
Low soil moisture
Intense solar radiation
Organisms struggle to:
Find free water
Stay hydrated
Keep cool
What behavioural changes would you need to make to survive in the desert?

79. Camel adaptations
Camels can survive for several days without drinking water, even in very high temperatures. They have several special features that enable them to survive the extreme conditions they encounter in the desert. These adaptations include:
A fluctuating core temperature, can be as low as 34˚C & as high as 41˚C
Large roundish body, fat concentrated in the hump & extremely thin legs
Can drink over 150L of water when available to rehydrate quickly
A slower metabolic and breathing rate in summer
Blood with a high water content
Extremely dry faeces
Lying down for long periods during day
Urinating down its legs

80. Water wise – the spinifex hopping mouse
It does not need to drink. The seeds, insects and roots that it eats provide enough water to live on.
It has no sweat glands.
Its droppings are almost completely dry.
Its kidneys waste very little water (its urine is one of the most concentrated of any mammal).
It is active at night (when it is cooler).
It lives together in burrows (this increases the humidity in the burrow and reduces water loss).
It even uses metabolic water efficiently.
Mothers produce very concentrated milk (and drink the urine of their young).

81. Water balance in plants
Plants are 90-95% water
Up to 98%of water absorbed by a plant is lost through transpiration
They cannot move around to search for water

82. Water balance in plants
Features that help them to obtain and retain water including
Waterproof cuticle on leaves
Sunken stomata
Rolled up leaves
Large vacuoles for water storage (eg cacti and succulents)
Cylindrical leaves (e.g. hakea)
No leaves (e.g. acacia)

83. Activity quick check qu 22-24 on pg 330 quick check qu 25-30 on pg 335
chapter review qu 9-15 on pg

84. Reflecton and homework
What did you learn about osmoregulation in animals AND plants today?
Homework – finish activity 10.3 and any questions

85. Adaptations for Survival 7: Physiological
EL: To demonstrate water balance in animals

86. Activity
“Water balance in animals” experiment

87. Reflection and Homework
What did your experiment conclude about osmoregulation in animals today?
Homework: Complete prac report

88. Adaptations for Survival 8: Behavioural
EL: To explore innate behaviours

89. Starting to think about behaviours..
Abiotic factors in these polar environments include:
Freezing temperatures
Gale force winds
Variable sunlight with seasons
Blizzards
Organisms struggle to:
Stay warm
Ensure cells don’t freeze
Gather enough food
Avoid predation
Successfully rear offspring
What behavioural
changes would you need to make to survive in Antarctica?

90. Ethology The study of animal behviour
What are some behaviours that ethologists might study?

91. What are innate behaviours?
Behaviour that is essentially the same in all members of a species and which can occur without an individual having had prior experience of the behaviour
What are some human examples of innate behaviours?
What are some examples of innate behaviours in other animals?

92. Video

93. Development of innate behaviours
Innate behaviours are not necessarily fully developed at birth and may be modified by learning
E.g. swimming and diving in Australian fur seal pups
E.g. feeding in laughing gull chicks

94. Activity – simple innate behaviour
With a partner, move out of direct light
Look into your partner’s eyes and note down the size of their pupil
Shine a light into your partner’s eye BRIEFLY and note down what happens
Explain how this innate behaviour relates to the function of the eye and why it is important

95. Innate vs learned behaviours

96. Activity
Work in groups of 4. Each group will be assigned one type of innate behaviour from pg of the text book.
In your group, you have 5 minutes to work out the best way to demonstrate the behaviour to the rest of the class in a way that helps them learn more about it (i.e. hangman may not be your best option)
You have a max of 3 minutes to present your “lesson”

97. Activity
Demonstrate simple innate behaviour

98. Reflection and homework
What did you learn about innate behaviours today?
Homework: quick check qu 1-4 pg 357

99. Adaptations for Survival 9: Behavioural
EL: To explore learned behaviours

100. Learned behaviours
Behaviours that develop or change as a result of experience

101. Innate vs learned behaviours

102. Conditioning Classical conditioning defined by Ivan Pavlov
Learning through reward (or punishment!)
Operant conditioning
Learning through trial and error

103. Habituation Response to a repeated stimulus gradually decreases
Why is this important in nature?
So that animal isn’t wasting energy responding to non-threatening stimulus

104. Insight
Animal applies previous experience to the solution of a new problem

105. Imprinting
Rapid and irreversible learning occurring during early stages of an animal’s life

106. Activity biochallenge on page 368 quick check questions 5-8 pg 362
chapter review qu 2-7 pg

107. Reflection and homework
What did you learn about learned behaviours today?
Homework: Complete unfinished questions

108. Adaptations for Survival 10: Behavioural
EL: To learn about plant behaviour

109. Plant tropisms A plant growth response to an external stimulus
Light = phototropism
Gravity = geotropism
Thigmotropism = touch
Growth towards the stimulus is a positive tropism
Growth away from the stimulus is a negative tropism
Responses rely upon chemical (endocrine) signals in plant cells

110. What type of tropism is shown in these pictures?
Phototropism
Geotropism
Thigmotrophism
Phototropism
Geotropism
Thigmotrophism

111. Plant communication
Plant cells will send signals to one another to tell them:
When trees to drop their leaves.
When to start new growth.
When to cause fruit to ripen.
When to cause flowers to bloom.
When to cause seeds to sprout.
Leaf Drop
Tree Budding
Fruit
Ripening
Cactus
Blooming
Sprouting
Corn Seeds

112. Hormone-producing
cells
Plant hormones
Plant cells produce hormones that travel throughout the plant causing target cells to respond.
In plants, hormones control:
Plant growth & development
Plant responses to environment
Movement
of hormone
Target
cells

113. Plant hormones

114. What causes plants to grow toward light?

115. Phototropism experiments with coleoptiles

116. Auxin Involved in photo-and gravitropism Stimulates cell elongation
Made in the shoot apex
Travels down the stem

117. Auxin promotes root growth

118. Other Effects of Auxin Apical dominance
Prevents leaf abscission (ie leaf shedding)
Enhances fruit growth

120. Auxin

121. Photoperiodism
Photoperiodism is a biological response to a change in relative length of daylight and darkness as it changes throughout the year.
Phytochrome, and other chemicals not yet identified, probably influence flowering and other growth processes.
"Long-day plants" flower in the spring as daylength becomes longer (e.g. spinach).
"Short-day plants" flower in late summer or early autumn when daylength becomes shorter (e.g. broad beans).
"Day-neutral plants" flower when they are mature.

123. Reflection and homework
What did you learn about plant behaviours today?
Homework:
quick check questions 9-13 pg 367
Chapter review questions 8-10 pg 372

124. Adaptations for Survival 11: Reproductive
EL: To explore reproductive strategies in animals and plants

125. Type of reproduction
ASEXUAL SEXUAL

126. Gender system
Male and Female Hermaphrodite Parthenogenesis

127. Mode of fertilisation
Internal External

128. Mating systems
Monogamy Polygamy (polygyny and polyandry) And promiscuity

129. Breeding patterns
Some animals have a set breeding/spawning/ mating season – ensures eggs and sperm available at same time and that environmental conditions are favourable
Can be influenced by internal (i.e. hormones) and external factors (i.e. temperature, day length)

130. Breeding patterns: Mammals
Female mammals produce eggs during oestrus cycle – length varies depending on species:
28 days in humans (more commonly called menstrual cycle)
4-6 days on rats and mice
one per year in wolves, foxes and bears
Unlike humans, most mammalian females will only accept mating during oestrus, when eggs are released into the reproductive tract

131. Signs of oestrus

132. Number of offspring Quick and many: r-selection
Reach sexual maturity early
Produce large numbers of offspring and/or breed more frequently (i.e. high fecundity)
High mortality rates of offspring
E.g. common octopus: 100, ,000 eggs!

133. Number of offspring Slower and fewer: K-selection
Reach sexual maturity slowly and breed later
Produce fewer and larger offspring (i.e. low fecundity)
Extensive parental care, lowering mortality rate
E.g. humpback whales

134. Modes of offspring production
Oviparity: Embryo/s develops externally in eggs released by mother with nutrients from egg yolk.
Viviparity: embryo/s develop within mother’s body and are born live.
Egg yolk viviparity – e.g. grey nurse sharks
Placental viviparity – e.g. placental mammals
Marsupials – strange case!

135. Born to breed: The Antechinus
All Antechinus species except for A. swainsonii are semelparous, which means that an individual will usually only live long enough to breed once in its lifetime. Breeding occurs in winter (usually August–September) at a time when there is little food available in the environment. The male can spend up to 12 hours mating to ensure breeding success. To accomplish this the males strip their body of vital proteins and also suppress the immune system so as to free up additional metabolic energy. In this way an individual male trades away long-term survival in return for short-term breeding success, and following the breeding season there is a complete die-off of physiologically exhausted males.[1] Breeding is intensely competitive. Males produce large amounts of testosterone and mate-guarding occurs in the form of protracted copulation (up to twelve hours in some species).
The females can store sperm for up to three days in specialized sperm-storage crypts in the ovary and do not ovulate until the end of the breeding season. Many litters have multiple paternity (i.e., several fathers contribute to a single litter). Females can live for 2–3 years. However, this is unusual, and most females die following the weaning of their first litter. Litters size depends on the number of teats in the pouch. There are as few as 4 teats, usually 8, and in some populations up to 10 can occur. It is currently unknown why teat number varies. However, it is likely that in food-poor environments selection has tended towards fewer teats so that there is a greater parental investment per offspring.
Antechinus babies can weigh as little as 4 grams and are some of the smallest Australian native animal babies

136. Flower structure

137. Flower structure

138. How do plants reproduce?
Plants are sedentary, so need to transport their reproductive cells (pollen) to the eggs of another plant. How?
Blown by wind
what sort of flower would these have?
Carried by an animal vectors (e.g. bees)

139. Pollen transfer
Wind pollinated Vector pollinated

140. Dispersing offspring
Embryo encased in a seed (sometimes found in a fruit) that can be dispersed through:
wind
Water
In or on animals
Think, pair, share: What would be some adaptations the seeds would need for each of these dispersal methods?

141. Video: Private Life of Plants

142. Activity: Parental care
Use the information provided and pg in your text book to complete the “Parental Care” worksheet
Complete biochallenge (pg 401) with a partner

143. Reflection and homework
What did you learn about reproductive strategies in animals and plants today?
Homework:
quick check questions 1-25
Chapter review questions 2-13 pg

144. Adaptations for Survival 12
EL: To test our understanding of adaptations for survival

145. Reflection
How well do you think you did on your test today? How could you improve your test performance next time?