Lesson 3. Animal Behavior Experimental Lab: Part 2

Teresa Granito, Sugat Dabholkar, Mandy Peel, Shruti Researcher
Biology
2 class periods of 45 minutes each
High School Advanced Placement (AP) Biology
v6

Overview

Students will learn about experimental design, and data analysis while performing a hands-on animal behavior lab using real Roly-polies. In the lessons three and four, students will use computational models that simulate individual- or agent-level behaviors and interactions to model animal behavior.

Learning Objectives Adapted from AP Biology Science Practices:

AP science revisions focus on seven overarching practices that capture important aspects of the work of scientists. Science practices describe the knowledge and skills that students should learn and demonstrate to reach a goal or complete a learning activity.

Science Practice 1

The student can use representations and models to communicate scientific phenomena and solve scientific problems.

Science Practice 2

The student can use mathematics appropriately.

Science Practice 3

The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course.

Science Practice 4

The student can plan and implement data collection strategies in relation to a particular scientific question. (Note: Data can be collected from many different sources, e.g., investigations, scientific observations, the findings of others, historic reconstruction and/or archived data.)

Science Practice 5

The student can perform data analysis and evaluation of evidence.

Science Practice 6

The student can work with scientific explanations and theories.

Science Practice 7

The student is able to connect and relate knowledge across various scales, concepts and representations in and across domains.

Standards

Next Generation Science Standards
  • Life Science
    • [HS-LS2] Ecosystems: Interactions, Energy, and Dynamics
    • [HS-LS4] Biological Evolution: Unity and Diversity
  • NGSS Crosscutting Concept
    • Patterns
    • Causation
    • Scale
    • Systems
    • Stability and Change
  • NGSS Practice
    • Analyzing Data
    • Communicating Information
    • Constructing Explanations, Designing Solutions
    • Asking Questions, Defining Problems
    • Using Models
    • Using Mathematics
    • Arguing from Evidence
    • Conducting Investigations
Computational Thinking in STEM
  • Data Practices
    • Analyzing Data
    • Collecting Data
    • Creating Data
    • Manipulating Data
    • Visualizing Data
  • Modeling and Simulation Practices
    • Assessing Computational Models
    • Designing Computational Models
    • Using Computational Models to Find and Test Solutions
    • Using Computational Models to Understand a Concept
    • Constructing Computational Models
  • Computational Problem Solving Practices
    • Assessing Different Approaches/Solutions to a Problem
    • Creating Computational Abstractions
    • Developing Modular Computational Solutions
    • Computer Programming
    • Troubleshooting and Debugging
    • Preparing Problems for Computational Solutions
  • Systems Thinking Practices
    • Communicating Information about a System
    • Investigating a Complex System as a Whole
    • Thinking in Levels
    • Understanding the Relationships within a System

Credits

This curricular unit is co-designed by Teresa Granito and Sugat Dabholkar.

Acknowledgement

Lab modified from https://www.nausetschools.org/cms/lib/MA02212418/Centricity/Domain/204/Animal%20Behavior%20Lab%20with%20Isopods%202017%20FINAL.pdf

Adapted from the College Board AP Biology Student Lab Manual, 2001 edition. Lab 11 Animal Behavior

Learning Objectives Adapted from AP Biology Lab Manual 2012 Lab 12

Activities

  • 1. Design an Experiment to Test Isopod Behavior
  • 2. Data Table: Orientation Behavior of Isopods _______ vs _______
  • 3. Analysis: Design an Experiment to Test Isopod Behavior with addition of chi-square analysis
  • 4. Reflection

Student Directions and Resources


In this lesson you will….

  • observe behavior of isopods and draw conclusions about their behavior

  • record data about isopod behavior

  • change variables to determine if the isopod behavior is random or deliberate

  • calculate standard deviation, standard error and chi-square tests 

  • recognize elements in experimental design including: observation, hypothesis, variable to be tested, control, data, and conclusions

1. Design an Experiment to Test Isopod Behavior


In this activity, you will design and conduct your own experiment investigating isopod behavior.

Background Information of our Model Organisms

Isopods: Roly-polies (Armadillidium vulgare)

Terrestrial isopods are land-dwelling crustaceans, commonly known as Roly-polies or pill bugs.  Related to lobsters, crabs, and shrimp, terrestrial isopods breathe with gills. Roly-polies are humid retreats during the day. Roly-polies can be found in compost piles, leaf litter, and beneath logs. Roly-polies usually feed on decomposing plant matter.  Plants decompose with the help of bacteria, which thrive in soil above 4.9 pH. Roly-polies need calcium in their diet to build up their hard protective cuticle, and calcium is not abundant in soils with a pH below 5.5. The ideal soil pH conditions for Roly-polies are above 5.5 where calcium is present but below 9, the maximum threshold for soil bacteria.

Available Materials

10 isopods in a petri dish, choice chamber, stopwatch or timer, list of other materials required:

Conditions

temperature

(cool vs. warm)

light 

(light vs. dark or light vs. shade)

pH

(neutral pH vs. low pH vs. high pH)

substrate (soil)

(soil vs no soil)

salinity

(saltwater vs. freshwater)

substrate (leaf litter/organic matter)

(leaf litter vs no leaf litter)

Question 1.1

What variable will you test?



Question 1.2

What is your Scientific Question?



Question 1.3

What is the Hypothesis?



Question 1.4

Identify the variables.

What is the independent variable?



Question 1.5

What is the dependent variable?



Question 1.6

Procedure: Describe the procedure to be followed.



Question 1.7

Describe how you ensured that you have a controlled experiment. Did you have to rethink your design to ensure that only one variable was being tested?  

2. Data Table: Orientation Behavior of Isopods _______ vs _______


Run the controlled experiment you have planned and record your data below.


Question 2.1

Record the condition in chamber 1.



Question 2.2

Record the condition in chamber 2.



Question 2.3

Record data every 30 seconds.

3. Analysis: Design an Experiment to Test Isopod Behavior with addition of chi-square analysis


Statistical test and data analysis

First, you will plot the data to visualize differences in the means of the two environments. You will use error bars (standard errors of the means) to determine if the sample means are statistically different. Then you will use X2 test to test the null hypothesis.


Question 3.1

Using Google Sheets, calculate the Mean, Standard Deviation and Standard Error of the Mean for both chambers.



Question 3.2

Using Google Sheets, create an appropriately labeled graph to illustrate the sample means of the two environments to within 95% confidence (i.e., sample mean ± 1.96 SEM). Upload a file of your graph.

Upload files that are less than 5MB in size.
File Delete
Upload files to the space allocated by your teacher.


Question 3.3

As background information, first, you need to understand that a scientist must create a null hypothesis prior to performing their experiment.

  • If the dependent variable is not influenced by the independent variable, the null hypothesis will be accepted.
  • If the dependent variable is influenced by the independent variable, the data should lead the scientist to reject the null hypothesis.

The null hypothesis predicts that you will not see a change in your data due to variation in the independent variable. Specify the null hypothesis you are testing:



Question 3.4

Explain if you accept or reject the null hypothesis by comparing the confidence intervals of sample means.



Question 3.5

You will calculate the chi-squared value for your data using the formulas above. 

Use the tables in the next two questions to organize your data.  

Observed: Find the mean (average) number of isopods on each side during the 10 minute time period

Expected: Average of 5 in chamber 1, average of 5 in chamber 2



Question 3.6

Fill in the values and calculate X2.



Question 3.7

Click here to view the Chi-Square Distribution Table. 

Look at the critical value.

  • If the chi-squared value is greater than the critical value, then you reject the null hypothesis. This means that the variation in the data is due to a variable.
    • X2  >  critical value
  • If the chi-squared value is less than the critical value, then you accept the null hypothesis. This means that the variation in the data is due to chance.
    • X2  <  critical value

Do you accept or reject the null hypothesis on the basis of the X2  test? (This is your Claim.)



Question 3.8

Justify the claim by using the calculated chi-square values.



Question 3.9

Explain your reasoning.



Question 3.10

What are some limits to your experimental design? Propose a refinement to your experimental design that could improve it.

4. Reflection



Question 4.1

Explain the statistical methods you used in this lesson to test your claim.



Question 4.2

Explain how you used a computational tool (e.g., google sheets) in this lesson.



Question 4.3

Describe the benefits of using a computational tool for data analysis.