How does kinesis differ from taxis? Which would get to a stimulus faster: animal moving in taxis or kinesis?
Overview
Students will learn about experimental design and data analysis while performing a hands-on animal behavior lab using real roly-polies. In 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. Introduction
- 2. Initial Observation of Isopod Behavior and Analysis
- 3. Scientific Terminology
- 4. Orientation Behavior of Isopods Moist vs Dry Chambers
- 5. Data Table: Orientation Behavior of Isopods Moist vs Dry Chambers
- 6. Analysis: Orientation Behavior of Isopods Moist vs Dry Chambers
Student Directions and Resources
In this lesson, you will learn the following science practices:
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.
1. Introduction
In this exercise, you will investigate some innate (inherited, as opposed to learned) behaviors of isopods. In your observations, consider if the isopods are engaging in kinesis or taxis (positive or negative).
Ethology is the study of animal behavior. Many behaviors involve the movement of the animal within its environment.
Ethologists assess various behaviors by placing documented behavior in simple categories. Once the behaviors in these categories are tallied, ethologists can determine the entire lifestyle of the organism, gaining a complete picture of the animal’s existence. Ethology investigates not only what happens in an animal’s existence, but also why it happens. In every ecosystem, organisms are influenced by limiting factors, which are biotic or abiotic factors that regulate the maximum size of a given population and a relatively narrow range of environmental conditions that are favorable to them and their offspring. Since most organisms cannot change the nature of their environment, they must position themselves in an environment with favorable conditions. This behavior is called habitat selection.
Orientation is the process by which animals position themselves with respect to spatial features of their environments. Kinesis is random turning or movement of an animal in relation to a stimulus. Taxis involves the turning of an animal’s body relative to a stimulus. For example, positive taxis is an animal moving toward an object, area, or stimulus. Negative taxis involves an animal moving away from an object, area, or stimulus.
Question 1.1
Question 1.2
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.
Based on the background information, where should you look for roly-polies? Describe your prior experience with roly-polies, if you have any.
2. Initial Observation of Isopod Behavior and Analysis
Materials
10 isopods in a petri dish (with a damp substrate)
Procedure
1. Place 10 isopods and a small amount of damp substrate into a petri dish. Cover the dish with the lid.
2. Observe the isopods for 10 minutes. Your goal is to observe their undisturbed behavior, so do not bump the container.
3. Make detailed notes on their general appearance, movements about the dish, and interactions with each other. Notice if they seem to prefer one area over another, if they keep moving, if they settle down, or if they move sporadically. Pay close attention to any behaviors that involve two or more isopods. Record your observations below.
Question 2.1
Write your observations below.
Question 2.2
Are the movements of the isopods better described as taxis or kinesis movements? Give details to support your answer.
3. Scientific Terminology
In this page, you will learn about scientific terminology.
Question 3.1
In science, how do we define hypothesis? What is the difference between a prediction and a hypothesis?
Question 3.2
A scientific hypothesis has two important qualities. The first is that it is testable. The second is that it is falsifiable (can be proven wrong).
Look at the image above. Use it to write a hypothesis using the "If ... then ... " format.
Question 3.3
What is a controlled experiment?
Question 3.4
Variables are manipulated or measured in an experiment. An independent variable is one that is manipulated by the scientist; it is what is being tested in an experiment. A dependent variable is measured or observed (typically the data that is collected in an experiment). A change in the dependent variable will show that the independent variable had a direct effect or at least a causal relationship.
The independent variable in the plant experiment above is:
Question 3.5
The dependent variable in the plant experiment above is:
Question 3.6
A negative control group is a control group that is not exposed to the experimental treatment or to any other treatment that is expected to have an effect.
If you are testing for effects of different quantities of a soluble bio-fertilizer, what would be your negative control?
4. Orientation Behavior of Isopods Moist vs Dry Chambers
In this activity, you will observe isopods as they respond to moisture differences in their environment.
Scientific Question: How do differences in moisture affect isopod behavior?
First, identify the variables that you will change and investigate in this experiment.
Question 4.1
What is the Independent Variable?
Question 4.2
What is the Dependent Variable?
5. Data Table: Orientation Behavior of Isopods Moist vs Dry Chambers
Based on the background information, we might infer that roly-polies might have a preference for moist conditions.
Let's set up an experiment to investigate how roly-polies respond to moisture differences in their environment.
Materials
10 isopods in a petri dish, choice chamber, two pieces of filter paper, dropping pipette, water, stopwatch or timer. Choice chamber is constructed of two plastic petri dishes with a cut-out and taped together.
Procedure
1. Take a choice chamber from the prep area. The choice chamber consists of two large plastic petri dishes with a hallway connecting them.
2. Place a moist piece of filter paper on one side and a dry one on the other.
3. Use a soft brush to transfer ten isopods from the stock culture into the chamber. Transfer 5 isopods to each side of the chamber. Put on the lids.
4. Count and record the number of animals on each side of the choice chamber every 30 seconds for 10 minutes. Record your data in the table on the following page. Continue to record even if they all move to one side or stop moving.
5. Return your isopods to the stock chamber.
Question 5.1
Record the condition in chamber 1.
Question 5.2
Record the condition in chamber 2.
Question 5.3
Record data every 30 seconds.
Question 5.4
Use the AP Biology Formula and Equation sheet to calculate the Mean, Standard Deviation and Standard Error of the Mean for both chambers. Transfer your results to the table below.
Question 5.5
Create (by hand on graph paper) an appropriately labeled graph to illustrate the sample means of the two environments to within 95% confidence (i.e., sample mean ± 2 SEM). Upload a photo of your graph.
Upload files that are less than 5MB in size.
| File | Delete |
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Upload files to the space allocated by your teacher.
6. Analysis: Orientation Behavior of Isopods Moist vs Dry Chambers
Question 6.1
Make a claim that answers the scientific question "How do differences in moisture affect isopod behavior?"
Question 6.2
Justify your claim by using your data as evidence.
Question 6.3
Explain your reasoning and why the evidence supports the claim. Connect the data back to what you learned about humidity and orientation behavior in isopods.
Question 6.4
Justify the isopod’s behavior as taxis or kinesis.
Question 6.5
Propose a research question for future study.
