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Look at each of the images in the doc above, can you explain each of the animal behaviours? What is the purpose for each behaviour?

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L3 Plant & Animal external review booklet

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Read the article to summarise the 3 forms of exploitations relationships.

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Predation influences the fitness of both predators and prey. Individuals must both feed and avoid being eaten to survive and reproduce. Genetically-determined traits that improve an organism's ability to survive and reproduce will be passed on to its offspring. Traits associated with improved predation for predators and escaping predation for prey tend to be positively selected by natural selection.

Predators exhibit traits such as sharp teeth, claws, and venom that enhance their ability to catch food. They also possess extremely acute sensory organs that help them to find potential prey. Consider the ability of raptors to spot potential prey from over a kilometer away, the acute sense of smell of moles, the ability of owls to locate mice by sound, the ability of pit vipers to sense body heat when tracking prey, and the ability of bats and dolphins to echolocate. Predators catch their prey either by pursuing potential prey or by ambushing them. Organisms that give chase are capable of short bursts of speed. Those that lie in wait tend to be camouflaged to avoid detection (Figure 1).

In a similar manner, prey species exhibit traits that help them avoid detection or capture. Many, such as leaf insects, moths, a variety of frogs and small lizards, and herbivorous mammals, are cryptically colored to make them more difficult to see. Behaviorally, they freeze after detecting the presence of a predator. This lack of movement helps them better blend in with their background and inhibits the ability of the predator to find them. But when predators venture too close, prey will take flight, running or flying to escape. When a chase ensues, prey will typically survive if they stay out of reach until the predator tires. Some species buy extra time by distracting the predator. Examples include moths that flash brightly colored hindwings, lizards that drop their tails, and insect larvae that discharge slime. Such actions surprise the predator and give the prey time a few extra moments to escape.

When a predator chases after potential prey, the predator is running for its dinner. The prey is running for its life. If the predator fails to capture the prey, it goes hungry, but it will not experience a large decline in fitness as a result of the interaction. In contrast, if the predator catches the prey, the captured individual loses any future opportunities to reproduce. This "life-dinner principle" sets up an evolutionary arms race between the two species (Dawkins & Krebs 1979). In this race, the prey experience strong selective pressure to evolve better adaptations to avoid being eaten. At the same time, predators must capture sufficient food to survive and reproduce, and they too are subjected to selective pressure for traits that allow them to hunt successfully. Over time, this arms race leads to traits that enable prey to better avoid capture, whereas predators become better able to capture prey.

In contrast to the examples provided thus far, some prey exhibit bright coloration. Such aposematic coloration helps prevent predation by signaling to potential predators that the vividly-colored individual is toxic. Toxins may be manufactured within the body, as with the red-spotted newt, or they may be acquired passively via consumption of toxic plants, as with the monarch butterfly (Figure 2).

Not all species that exhibit vivid coloration are truly toxic. Some have evolved patterns and colors that mimic those of toxic species. Examples of such Batesian mimicry include the extraordinarily polymorphic Papilio dardanus swallowtail butterfly in southern Africa and Madagascar (Salvato 1997). Females of this species occur in a wide variety of physical appearances, nearly all of which mimic distasteful species of the Danaeus and Amauris genera with which they co-occur (Figure 3).

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Predation influences the fitness of both predators and prey. Individuals must both feed and avoid being eaten to survive and reproduce. Genetically-determined traits that improve an organism's ability to survive and reproduce will be passed on to its offspring. Traits associated with improved predation for predators and escaping predation for prey tend to be positively selected by natural selection.

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https://www.youtube.com/watch?v=vMG-LWyNcAs

https://www.youtube.com/watch?v=jQKN6-Gb1zM

https://www.youtube.com/watch?v=IWAA75k-UWI

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

https://www.youtube.com/watch?v=RAPPT7gcl5s

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

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Task - Watch the video above and below about altruism & kin selection and define the difference between these.

https://www.youtube.com/watch?v=eyiUuuQ9dXE

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If you head here... then scroll down to NCEA Collated examination questions - Migration and you will be able to have a look and attempt some previous exam questions about migration and homing.

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I wonder why... plants & animals do that???

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I wonder why... plants & animals do that???

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Think, discuss and put down your ideas about why you think animals and plants do these things.

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Copy of I wonder why.... Animal Behaviours & Plant responses

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Try to match up the animal name with the weird behaviours.

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Use the ideas in this image above to explain what type of plants flower when and why.

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Check out the notes above to make some summaries of the key ideas about Pr, Pfr and how/when they change.

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The Phytochrome system - that is responsible for determining the photoperiod and length of day/night - hence the trigger for flowering is a complex idea. Take your time to watch this and use the supporting info and images to get your head around this idea.

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Although the flowering plants are terms long day, short day and day neutral plants....just to be confusing it is actually the night length that determines if a plant will flower on not. Not the day length.
Q: Explain how studies like the one illustrated in the image above have proven it is the length of night that is the key to flowering not length of day.

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Use the info in the image above to summarise the 3 key categories of flowering plants.
SDP, LDP and DN plants.

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Some key ideas to understand. Find the answers to these Q's;
1. What is photoperiod?
2. What is photoperiodism?
3. What are some examples of photoperiodism?
4. Where in the world might photoperiodic responses not be so common?

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1. For every word in Blue font, test yourself by writing a short definition or testing your peers by asking them what they mean.
2. Make a copy of this document to help remind you of the process to deal with an actogram.
3. Use it to assist you when completing the mouse question on the following doc https://docs.google.com/document/d/1bfPNhTWuhB12xeOchF9Powj6vWVdIa2eTUgnVR9IJpo/edit?usp=sharing

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Explain why the importance of biological clocks using some of the ideas in the image above.

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Exogenous or Endogenous? What is in control?

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Exogenous or Endogenous? What is in control?

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Using the information above, and your understanding of the two terms endogenous and exogenous. Write a summary paragraph to explain the effect these cues have on biological rhythms.

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Check out the doc below for examples of a range of biological rhythms.
https://docs.google.com/document/d/1z0jqp-vt_ped8RXx3I4lPtCHR74sZ_HzJFkyHUNgp7U/edit?usp=sharing
Complete the table including the name of rhythm, timing of the rhythm, advantage of the rhythm for 3 examples.

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Other than annual rhythms as indicated in the info above, what other major environmental rhythms are there?
Hint - crepuscular, nocturnal and diurnal
Hint - pull of the moon causes what?

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Using the notes above and information from the following site;
https://www.biologyonline.com/tutorials/growth-and-plant-hormones
Explain what these responses are and the adaptive advantage to plants to have these responses.

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https://youtu.be/O7eQKSf0LmY https://youtu.be/D4kBrsyWhS4
https://www.youtube.com/watch?v=bczox-dDKP0

Use the Oxalis, venus fly trap, sundew and mimosa plant videos to name and identify some examples of different nastic responses.

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Oxalis Triangularis (Love Plant) 24h Time-Lapse

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Use the notes above to define a nastic response.

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Use some of the images in the document to explain the mechanisms of;

positive phototropism in shoots

positive geotropism in roots

The effect of different concentrations of auxin

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Putting it into practise - exam style question

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Putting it into practise - exam style question

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Have a go at the question, then use the 'exemplar answer ideas' to help improve your answer.

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Recap tropism & intro to nastic responses

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Recap tropism & intro to nastic responses

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Summarize - what is the key difference between a tropism and a nastic response.

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Tropic and nastic movements | Macmillan Education India

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Auxin has different effects on cells in shoots and roots of plants.
Use the images above to Explain the difference that high concentrations of auxin have on cells in both locations.

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Mechanism of positive phototropism in shoots

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Positive phototropism - bending towards the light

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Positive phototropism - bending towards the light

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Using the image above, and the info in the video

https://youtu.be/HR9KHW-e0pY make yourself a summary of the following things;

The effect of auxin on cells in shoots.

How did they find out about the mechanism for this response

adaptive advantage of this response

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The summary table lists some of the main phytohormones and indicates what plant processes they are involved with.

Follow the link below for further information about hormones and plant responses.
https://www.biologyonline.com/tutorials/growth-and-plant-hormones

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Q's to answer;
1. What are phytohormones?
2. Can you name some phytohormones?
3. What plant responses are they involved with?

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Plant Hormones: Tropisms | Plants | Biology | FuseSchool

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For each example above, explain the adaptive advantage of these tropic responses in plants.

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Use the summary notes above to identify the following plant directional responses;

roots growing down towards gravity

Shoots bending towards sunny window

Vines winding around wires

roots growing towards higher water availability in soil

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Since plants can't up and move around like animals do in taxis, kinesis, migration and homing, do they have directional responses also??
Brainstorm:
Can you think of any examples you have observed?
How could these directional responses be beneficial?
Watch the video above to introduce the idea of tropisms.

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Biology Lesson Idea: Plants, Tropisms and Hormones | Twig

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Can you think of some types of rhythms or animals behaviours that link in with the astronomical cycles shown above?

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Check out some videos and use these starting points below to investigate some of the great migratory journeys of different organisms.

Migratory locusts are found in desert regions of northern and eastern Africa, the Middle East and Australia. Their migration is in response to an expanding population with limited food. The lack of food triggers development of the more voracious (wanting large amounts of food), migratory form.

A number of whale species, including humpback and grey whales, follow an annual migration. In summer, they feed in the krill-rich waters of polar regions. In winter, they move closer to the equator to give birth to young conceived the previous year and to mate again. They seldom feed in transit.

Green turtles migrate between coastal foraging areas and nesting grounds. They return from the coasts of South America to the beach of their spawning on Ascension Island to lay eggs.

Monarch butterflies have one of the longest of all insect migrations. Five or more generations are needed to complete one migration cycle. In North America, the insects overwinter in mass roosts in southern California or near Mexico City. In spring they migrate north, with some even reaching Canada by late summer, then return south for winter.

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Eli the eel: A mysterious migration - James Prosek

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Summary notes

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https://youtu.be/Ahm9x8QTQJk
https://youtu.be/12OpmG_wQh4
Watch the videos, and use the summary notes to summarise the key concepts behind why group migration is beneficial?

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Video link https://youtu.be/Q-mMMpl_T80

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Use the summary notes in the image to define homing and examples of its use in different species.

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Select 4 and explain the adaptive advantage of the responses below

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Select 4 and explain the adaptive advantage of the responses below

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STUDYTIME.CO.NZ HAS SOME GREAT RESOURCES FOR REVISION.... GET THERE AND USE IT.

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StudyTime is an online platform dedicated to helping NZ kids make the most of high school. We're a combined team of tutors and students who deliver entertainment, advice and original resources to thousands of high school students every day.

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Sexual Dimorphism? Define it.

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Key points:

Courtships

Mating systems

Reproductive strategies

Territories & Breeding

Parental care

Scipad page 124-133

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https://www.youtube.com/watch?v=1XkPeN3AWIE
https://www.youtube.com/watch?v=dKNnCU3p_KE

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Bird Of Paradise Courtship Spectacle | Planet Earth | BBC Earth

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Q. Why is courtship an important process for reproductive sucess in animals?

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Mating & Courtship Behaviour | Ecology & Environment | Biology | FuseSchool

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Watch the video to introduce the idea of Hierarchies, then do some research to define the following key terms relevant to hierarchies;
Hierarchy
Dominant
Subordinant
Alpha individual
Beta Individual
Omega individual
Pecking order
Linear Hierarchy
Rank
Complete Scipad pg 118-121

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How Hierarchy Decides Everything in Toque Macaque Society

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Look through the slides; Then check your knowledge, and answer the q's below.
1.Define Competition
2. Why is intraspecific competition more aggresive than interspecific?
3. Explain the correlation between population density and competition intensity?
4.What negative effects does competition bring to a group?
5. Define Agonistic behaviour, what is the difference between dominant and submissive behaviours, provide examples of each.
Scipad pages 116 &117

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Male Hippo Battles Overlord for Mating Dominance | Life | BBC Earth

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Just for fun, have a look and learn some new animal group names... great to learn for those random quiz questions.

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UNUSUAL Animal Squad Names You're Gonna Love | Animal Group Names

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Watch the video clip about eusocial animals. Define what this term means, examples of animals that do this and advantages to this type of animal society.
Scipad page 114 & 115

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What Is A Eusocial Animal? | Earth Unplugged

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Some species of animal live alone and some together in groups, do some research and answer the questions below;
1. Describe the terms Social and Solitary in regards to this idea, providing at least 3 examples of animals that live in each method.
2. Provide reasons for why living in groups must require organisation and structure.
3. Complete a table of the advantages and disadvantages of living in social groups. Remember the advantages must outweigh the negatives for animals to live in groups.

Watch this Video short to summarise the key point about co-operative groups.
https://www.youtube.com/shorts/oOMZdQLPwjI?feature=share

Then watch this one about Lions;
https://www.youtube.com/shorts/IiwUeEw914E

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Summarise the key difference between intraspecific and interspecific interactions. Give examples for each type of interaction.

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Ecology: Interspecific and Intraspecific Interactions | Ecology & Environment | Biology | FuseSchool

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Give it a go.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Exam questions to check your understanding

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Exam questions to check your understanding

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By now you should have completed majority of the animal responses chapter in your scipad.
To check you have a good understanding have a go at doing any remaining questions in the end of chapter review pages.
and have a go at the appropriate exam questions in the post below.

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Watch this one from about 7.55mins onwards if you want to work through an example of how to get info off an actogram.

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Use the slides above to get some info about using actograms.
Have a go at completing the questions about the cockroaches activity. Check your answers by going to the slide further along.
Complete scipad pages about actograms - pg 33-37

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Use the slides to get some more info about Biological Rhythms

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Complete scipad pages 30-32
and Page 44

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Some supporting notes about Timing responses

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Some supporting notes about Timing responses

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Use the info in the notes attached to answer the following q's;
1. Identify key benefits to synchronising timing responses in organisms?
2. What 2 factors result in the observed rhythms we see in animals? What is the difference between these 2 factors?
3. What methods have been used to determine the existence of biological clocks?
4. What are some examples of zeitgebers?
5. Would we observe the free running period of an animal who is in its natural habitat? why/whynot?
6. Choose an example from each of the categories (use the slides in the post below for further examples) - circadian, circatidal, circalunar, circa semilunar and circannual,
Write down the organism, a description of it's timing response, the period of it's rhythm and an explanation of the adaptive advantage of that behaviour.

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Ensure you complete the pages relevant to the learning you have just done.
Pages 8,9,10

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1. Complete the Questions above, write the Q & A in your notes book.
2. Scipad practise questions - Pg 42 Q 5, Pg 45 Q10,

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Complete scipad pages about migration; 20-24
Check you have an understanding of the following;
1. Definition of migration
2. Cues for migration
3. Patterns of migration - One way/dispersal, Return, Nomadic, Remigration/Generational
4. Preparation for migration
5. Advantages & disadvantages of migration (Pro's & Con's)
6. Navigation methods used
7. Difference between homing and migration
8. What is a stopover? why might some animals have these?
9. Summary of key ideas around 2 NZ examples of migratory animals? (Eg. Bar-tailed Godwit, Shining Cuckoo, Wrybill, Humpback whale, longfin eel, Whitebait Salmon, Monarch, etc)

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Watch intro above.... then....

Watch the video clips from "Great Migrations", "Wildebeast Migration" “Red Crab Mothers” , "Red Crab Eggs", or read the articles about “Whale Migration", "Monarch Migration"

or watch Netflix - our planet episode 1, 'A world on the move'

and
Use the information to complete a table that includes the following columns, Animal, Internal Cue, External Cue, Locations/distances, Risks.

These can be found here

https://education.nationalgeographic.org/resource/wildebeest-migration/

https://education.nationalgeographic.org/resource/red-crab-migration/

https://education.nationalgeographic.org/resource/incredible-journey/

https://www.youtube.com/watch?v=COkT0Rx9gEI

https://education.nationalgeographic.org/resource/natures-most-impressive-animal-migrations/
You may need to use other sources/research to find further information.
Some extra interesting long distance migrations to check out... https://www.nationalgeographic.org/maps/long-distance-ocean-travels

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Looking at the resource above, summarise and note down the 2 major categories of cues.

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The great Migrations of the animal world

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The great Migrations of the animal world

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Questions to answer; (Discuss, Brainstorm, jot down ideas)
1. How do animals know when to Migrate?
2. What changes in the environment could be used as cues to migrate?

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Read and intepret this diagram, write a summary of the key ideas from this.

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Use the notes, & your L3 Bio textbook to make a mindmap of the key navigation methods (include names, description of method, and example of organisms that use that method)
Complete scipad pages - 16,17

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Read the article below and summarise what navigation methods the ants use for Homing.

Further task.... research and define what homing is.
Complete scipad pages 18,19

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Starter Q's

If you want to go somewhere new how do you find your way?

How do animals navigate?

Why is it important for us to find out how animals navigate?

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6 Seriously Impressive Animal Migrations

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Complete the summary sheet, with the following headings -
Main idea -Animal orientation responses
Details -1. Stimuli & receptors, 2. Taxis, 3. Kinesis
Summary - Explain the key differences between Taxis & Kinesis and the adaptive advantages of both types of responses.

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Watch it.

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Take notes on the following;

Define kinesis responses,

Why don't we use positive and negative when describing them?

Define ortho and klinokinesis

Give an example of each

Complete scipad pages - 14,15
Recap of ideas - complete Scipad page 46, Q-11

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Complete scipad pages - 12,13

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Take notes on the following key ideas;

Define a taxis (How is this difference to taxes?)

Why do we use the terms positive or negative when describing a taxis?

Describe 3 examples of taxic responses (not the ones in the notes above)

What is the adaptive advantage to an animal of displaying taxic behaviours?

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Taxis (Animal Movement) | Animal Behaviour

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Copy the table of prefixes for environmental stimuli.
Complete Scipad page - Orientation responses in animals pg 11

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Summarise what factors in the external environment around an animal might cause it to respond?

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Article with key difference between Innate & learned behaviours.

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Article with key difference between Innate & learned behaviours.

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Summarize an example of innate and learned behaviours from the article.

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Animal behavior is what animals do or avoid doing. The difference between an innate behavior and a learned one is that innate behaviors are those an animal will engage in from birth without any intervention. Learned behavior is something an animal discovers through trial, error and observation. Most learned behavior comes from the teaching of the animal's parent or through experimentation with its environment.

TL;DR (Too Long; Didn't Read)

Innate behaviors are ones the animal is born with -- they're essentially hard-wired into the animal's DNA. Learned behaviors are just that -- learned -- and animals will acquire them throughout life.

Instinct is a powerful force in the animal world. It dictates the behaviors necessary for survival, especially in species that don't get much guidance from their parents. These behaviors are programmed into an animal at a genetic level. An innate behavior is inheritable, passing from generation to generation through genes. It is also intrinsic, meaning that even an animal raised in isolation will perform the behavior, and stereotypic, meaning that it is done the same way every time. Innate behaviors are also inflexible and are not modified by experience. Finally, they are consummate, which means that the behavior is fully developed from the animal's birth.

Sea turtle hatchlings provide one of the best examples of innate behavior. They hatch never having seen their parents, so there is no opportunity for acquiring learned behavior. Yet, sea turtle hatchlings instinctively dig their way out of the buried hatchery. Even though this digging can take days, the hatchlings time themselves so that they emerge at night, when they are safest as they struggle toward the sea. There is no parent present to tell them they must wait for nightfall or that they must get to the sea. It is simply an innate knowledge, an instinct that drives them to action.

Learned behaviors come from experience and are not present in an animal at its birth. Through trial and error, memories of past experiences and observations of others, animals learn to perform certain tasks. Generally, learned behaviors are not inheritable and must be taught to or learned by each individual. They are extrinsic, meaning they don't occur in animals kept isolated from others or away from the opportunity for trial and error. They are permutable, meaning that they can change over time, in contrast to the rigid repetition of an innate behavior. Learned behaviors can also be adapted to suit changing conditions, and they are progressive, meaning the behavior can be refined through practice.

Honeybees provide an interesting example of learned behavior. While the desire to find nectar is innate in a honeybee, they learn to associate given colors with the food they're seeking. In experiments reported by North Carolina State University, sugar water was put in a yellow dish, while regular water was put in a blue dish. The honeybees learned that the yellow dish contained food and visited it while ignoring the blue dish, even when the positions of the dishes were changed. When regular water was put in the yellow dish and sugar water in the blue dish, however, the honeybees continued to visit the yellow dish until they learned through trial and error that what they wanted was now in the blue dish.

Behavior is actually more complicated than "innate" or "learned." Most behaviors are a mix of the two, neither completely innate nor entirely learned. For instance, some innate behaviors -- such as flying in insects -- can be perfected over time and through experience. Locusts know how to fly from birth, but they get better at it with practice, eventually learning to expend less energy to accomplish the same flight. The same is certainly true of foals, born with the knowledge of how to walk; it still takes time for the foal to learn how to operate its legs.

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What Is Innate and Learned Animal Behavior?

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Animal behavior is what animals do or avoid doing. The difference between an innate behavior and a learned one is that innate behaviors are those an animal will engage in from birth without any intervention. Learned behavior is something an animal discovers through trial, error and observation.

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Competition and Natural Selection | Evolution | Biology | FuseSchool

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