This document provides information about Biology Standard 3.3 on plant and animal responses to the external environment. It outlines the achievement and in-depth understanding standards, including describing and explaining the processes, adaptive advantages, and responses related to orientation in space and time, interspecific and intraspecific relationships. The document provides details on exam specifications, key terms, online activities, and topics to be covered, including the basics of abiotic and biotic factors, how and why organisms respond, and different types of responses like tropisms, rhythms, and relationships. Examples and diagrams are provided to illustrate concepts.

1. Biology 3.3
Responses to
the
Environment
AS 91603
5 External Credits
Ms Gibellini 2014

2. Achievement Standard
Demonstrate understanding involves describing plant and animal responses to
their external environment. The description includes:
 the process(es) within each response and/or the adaptive advantage
provided for the organism in relation to its ecological niche.
Demonstrate in-depth understanding involves using biological ideas to explain:
 how the responses occur
 why the responses provide an adaptive advantage for the organism in
relation to its ecological niche.
Responses are selected from those relating to:
 orientation in space (tropisms, nastic responses, taxes, kineses, homing,
migration)
 orientation in time (annual, daily, lunar, tidal rhythms)
 interspecific relationships (competition for resources, mutualism,
exploitation including herbivory, predation, and parasitism)
 intraspecific relationships (competition for resources, territoriality,
hierarchical behaviour, cooperative interactions, reproductive
behaviours).
 External environment will include both biotic and abiotic factors.

3. Exam Specifications
Candidates should be familiar with graphical and
tabulated data.
Candidates should be familiar with the following
terms:
 agonistic behavior endogenous home range
 auxin entrainment kin selection
 biological clock exogenous photoperiodism
 cooperative breeding free running period
zeitgeber.
 courtship

4. Topic Outline
 The Basics – abiotic, biotic, ecological niche
 How/Why Respond
 Responses in space
 Responses in time
 Interspecfic relationships
 Intra specific relations

5. The Basics
 Abiotic
 non living
 Temperature
 Light intensity
 Moisture
 Substrate
 Chemicals/pH
 Biotic
 Predators
 Prey
 Courtship and
mating behaviours

6. Online Activities
1. Watch the following clips, complete the quizzes.
http://science.howstuffworks.com/life/30707-assignment-discovery-abiotic-
and-biotic-factors-video.htm
http://education-portal.com/academy/lesson/the-environment-levels-of-
ecology-and-ecosystems.html#transcript
http://education-portal.com/academy/lesson/ecosystems-habitats-and-
ecological-niches.html#lesson
http://www.youtube.com/watch?v=E1pp_7-yTN4
2. Read through the following page
http://www2.ccsd.ws/sbfaculty/team8e/jecole/Science/abiotic_vs_.htm
http://sciencebitz.com/?page_id=23
3. Complete the following activity to test your understanding
http://www.pbslearningmedia.org/asset/lsps07_int_ecosystem/

7. The Basics
o Ecological niche
 Where an organism lives, what it eats, what eats it,
when it is active, adaptations it has to survive
 Realised niche
 Where the organism is actually found due to limiting
factors – competition, lack of resources
 Fundamental niche
 Where the organism could potentially be found

8. Why Respond?
 Why respond? - put your ideas onto the following
padlet brainstorm
http://padlet.com/wall/ResponseAdvantage
 Adaptive Advantage - directly or indirectly helps
individual's survive or reproduce
 What is the adaptive advantage of being able to
respond to the environment?
 Get maximum sunlight for photosynthesis
 Grow roots towards nutrients and water source
 Move to warmer surroundings
 Hide when its daylight or too cold… conserve energy

9. Online Activities
1. Watch the following clip, read the information and answer
the quiz
http://education-portal.com/academy/lesson/interspecific-
competition-competitive-exclusion-niche-
differentiation.html#lesson
http://en.wikipedia.org/wiki/Adaptive_behavior_(ecology)
http://www.youtube.com/watch?v=5SDzjctfmAw
http://www.youtube.com/watch?v=h6-evXswaQs
https://docs.google.com/a/cloud.waimea.school.nz/presentati
on/d/1g_bW-
21tsNc_P3WpuJQzwRCX9jSbGdASs8FfBs1KOj8/edit#slide=id.p14

10. Stimulus:
 Anything that causes an
organism to react.
 Cause
 Stimulus : singular
 Stimuli: plural
Response:
 Any change an organism
makes as a result of a change
in the environment
 Effect
The Basics

12. Stimulus
 Photo
 light
 Geo/gravi
 gravity
 Hydro
 water
 Chemo –
 chemicals
 Thigmo
 touch
 Helio –
 sunlight
 Thermo
 temperature

13. How do organism detect
change
 Animals use their senses
 Sight
 Hearing
 Taste
 Touch
 Smell
 Plants use chemicals and hormones to
detect changes in their environment

14. How do animals respond?
Innate
- Born with behaviour
- Spiders spinning a web
Learned
- Taught behaviour over time
- Chimps using stick to get ants from
a log

15. Videos
 Innate Behaviour
 Learnt Behaviour

17. Learnt and Innate Human Behaviours
Aim:
To unlearn an innate behaviour
Method:
1. Blow across the eye of your partner
 What happens? Did the person do this consciously?
What is the adaptive advantage of this behaviour?
2. Repeat (blowing across eye) at 10 sec intervals,
record how many times you do it before the
person learns not to react
 What is the stimulus? What is the response? What is
the adaptive advantage of unlearning this innate
behaviour?

19. Online Activities
1. Watch the following clips
http://www.bbc.co.uk/bitesize/ks3/science/organisms_behaviour_health/behaviour/revision/1/
http://www.youtube.com/watch?v=dj08D-
tllHs&ytsession=ZQbvpv4AUPLGOBbJljtb6DG2FrCZJPxzxDW5YtfGGNIhsIyB8S4fQCaHXUHkNlBLAeB
7w80bjaDrWD-56NmwP3YkwQszdokqh1YgSS_VKN-
ZJQGhAJUTfjyLTNZXMqqQbPmbwblOTh75NQ5j60AJsiTsuXsT1L9SpCdYXHtimTSUmgWwD5lRmwd3f
Wro3ZDbEw2fQczgE_02TnAa4DXR2OGdJ-
X84qSKtm6jPGanzVXtVS2CYxLICjB4hCT3cD6ToQwdd0w8hAHifr0pfLgdNQ
http://education-portal.com/academy/lesson/innate-behavior-reflexes-kineses-and-
taxes.html#lesson
http://education-portal.com/academy/lesson/learned-behavior-imprinting-habituation-and-
conditioning.html#lesson
http://www.youtube.com/watch?v=OJsE6KneH4c
http://www.youtube.com/watch?v=Xq4ahmk4_HE
2. Read the following information
http://click4biology.info/c4b/e/e3.htm#1
http://www.ib.bioninja.com.au/options/option-e-neurobiology-and-2/e3-innate-and-learned-
behav.html

20. Behaviour Types
1. What are the differences between innate and learned behaviour?
2. What is the adaptive advantage of:
- having innate behaviours?
- being able to learn behaviour?
http://www.bbc.co.uk/bitesize/ks3/science/organisms_behaviour_health/b
ehaviour/activity/
http://www.bbc.co.uk/bitesize/ks3/science/organisms_behaviour_health/b
ehaviour/quiz/q23631376/
Defn. Examples
Learned
Innate

21. Growth movements
 slow
change in size/shape of cells
Controlled by hormones
Turgor movements
Faster, reversible
Water content of cells changes
How do Plants Respond?

22. Plants use a range of hormones to respond to stimuli:
Google doc of tables
Hormone Where is it
made
Effect site Action Effect
Auxin
Gibberelin
Cytokinins
Abscisic acid
(ABA)
Ethylene

23. Plants use a range of hormones to respond to stimuli:
Hormone Where Effect site Action Effect
Auxin Shoot tip
(meristem)
Growing
regions
Cell elongation
due to turgor
pressure
Tip bends towards
stimulus
Gibberelin Fruits, seeds,
growing buds
& stems
Whole plant Growth of cells
Breaking of
dormancy
Growth, germination
of seeds, flowering,
fruit growth
Cytokinins Roots & fruit Branch & leaf
buds
Promotes cell
division and
differentiation
Growth of lateral
branches
Abscisic acid
(ABA)
Chloroplasts Where fruit &
leaves join to
plant. Seed
Inhibits growth Causes fruit & leaves
to fall from tree
Closes stomata
Promotes seed
dormancy
Ethylene Ripening fruit Cellular
metabolism
Increases sugar in
fruit
Ripens fruit & leaves
and causes it to fall

25. Online Activities
1. Watch the following video, read the text, complete the quiz
https://education-portal.com/academy/lesson/plant-
hormones-chemical-control-of-growth-and-
reproduction.html#lesson
http://www.rooting-hormones.com/Video_auxinuse.htm
http://www.bbc.co.uk/schools/gcsebitesize/science/edexcel/r
esponses_to_environment/planthormonesrev1.shtml
http://www.bbc.co.uk/schools/gcsebitesize/science/edexcel/r
esponses_to_environment/planthormones/quiz/q72974343/
http://www.bbc.co.uk/schools/gcsebitesize/science/edexcel/r
esponses_to_environment/planthormones/quiz/q16929046/

26. Plant Responses
 Vernalisation
 flowering or germination after a cold snap
 Ensures flowering/germination in spring
 Dormancy
 Arrested (slowed) plant growth
 Ensures survival during winter/summer drought
 Abscission
 Leaf fall
 Prevents leaves freezing in winter

27. Jellybeans and Auxin
Aim: To demonstrate effects of auxin in the shoot.
Method:
1. Create a shoot with small jellybeans (5 on each side) and half a
marshmallow at the top (apical meristem) – take a photo
2. When exposed to light – lollie pop, IAA (choc chips) is released from the
marshmallow (apical meristem) and travels to the dark side of the stem –
take a photo
3. The IAA (choc chips) is absorbed into the cells on the dark side, causing
these cells to enlarge…slowly remove the choc chips and replace 3 small
jelly beans with large ones on the side opposite to sun – one at a time,
ensuring the top and bottoms of jellybeans are always touching and the
middle, take a photo each time
4. Keep the jellybeans ALL touching and the top two jellybeans ending at
the same point with the marshmallow on the top.
Results:
5. What happens to the direction of growth? Why?

31. IAA
 There are many types of Auxins
 Indole Acetic Acid is involved with cell
elongation

32. Auxin
 Auxin is a plant hormone which
causes cells to elongate
 http://www.kscience.co.uk/animati
ons/auxin.htm
 Auxin is made in the tip, and moves
down the dark side of the shoot,
causing the shoot to bend towards
the stimulus
 Auxin is soluble in water, but not
mica or glass
 Auxin also moves with gravity to
lower side causing elongation and
shoots to grow up out of soil

34. Stem Cuttings
Aim: Investigate the effect of rooting hormone on the
rate of root development.
Method: (tissue culturing) see worksheet
1. Sterilize utensils, workspace, containers(the trick is
to keep things as sterile as possible so that you
grow plant tissue and not bacteria or fungi.)
2. Take cutting, sterilize cutting
3. Dip cutting in rooting hormone
4. Place one in agar with rooting hormone, and the
other in agar without hormone (label!)

35. Auxin in the Root
 Auxin falls with gravity to
the lower side of the
shoot and root
 In the shoot it causes cell
elongation, shoot grows
up towards the light
 In the root it stops the
cells elongating, and
therefore the root bends
down towards the soil
and water

37. Explain what is happening in each experiment and
why.

38. Apical Dominance
 High concentration of axuin in tip (apical meristem)
of tree prevents growth
 Concentration decreases towards base of tree
 Adaptive advantage because the top leaves do
not shade the leaves underneath
 Resulting in Xmas tree shape

39. Online Activities
Complete the prequiz, watch and read the animation, complete the post quiz – did
you improve?
http://kisdwebs.katyisd.org/campuses/MRHS/teacherweb/hallk/Teacher%20Docum
ents/AP%20Biology%20Materials/Plants/Plant%20Hormones/39_A01s.swf
http://generalhorticulture.tamu.edu/pracexam/HotPotatoExam/Exam2/pracex2c.ht
m
http://leavingbio.net/plant%20responses.htm
http://www.buzzle.com/articles/plant-hormones-and-their-functions.html
http://www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway/understanding_
organisms/control_plant_growthrev2.shtml
http://www.abpischools.org.uk/page/modules/hormones/horm9.cfm
http://www.slideshare.net/mazz4/plant-responses-15051190
http://lgfl.skoool.co.uk/examcentre.aspx?id=221
http://bcs.whfreeman.com/thelifewire/content/chp38/3802002.html

40. NCEA Question
Padlet your answer here

43. Tropisms
 Plants grow in response to stimuli
 Growth towards – positive
 Growth away from – negative

46. Tropic Responses
Experiment 1: Phototropic Responses
Aim: To investigate phototropic responses in bean plants
Method:
1. Soak beans over night to encourage germination
2. Celleotape bean into small box
3. Cut a hole to let the light in on one side of the box
4. Leave for 5 days – open and investigate
Results:
What is the adaptive advantage of this type of response?
What is the stimulus causing the response? What is the
name given to this type of response?

47. Experiment 2: Geotropic Responses
Aim: To investigate the geotropic responses in bean
plants.
Method:
1. Soak beans over night to encourage germination
2. Scellotape bean into petri dish
3. Blue tack dish vertically onto the wall
4. Leave for 3 days – take a photograph
5. Turn petri dish 180’
6. Repeat steps 4-5 2 x
Results:
What is the adaptive advantage of this type of
response? What is the stimulus causing the response?
What is the name given to this type of response?

48. Experiment 3: Phototropic Responses
Aim: To investigate phototropic
responses in mustard/wheat/grass
shoots
Method:
1. Set up a man as seen in picture
Results:
What is the adaptive advantage of
this type of response? What is the
stimulus causing the response? What is
the name given to this type of
response?

49. Tropisms
1. Why do plants need to respond to the environment?
2. What things can stimulate plants to respond?
3. What does tropos mean?
4. Give a definition and example of the following (try
and find a photo to insert as well)
- Table as google doc – remember to make a copy!
Tropism Definition Stimulus Example Picture Advantage
Phototropism
Chemotropism
Gravitropism
Thigmotropism
Hydrotropism
Heliotropism

50. Tropisms
1. Why do plants need to respond to the environment?
- so they can survive, grow and reproduce, make the
most of resources
2. What things can stimulate plants to respond?
- gravity, light, chemicals, touch, water
3. What does tropos mean?
- Turn

51. Tropism Definition Stimulus Example Picture Advantage
Phototropism Growth in
response to light
Light Sunflower moving
to face the sun
Increased light so
increased
photosynthesis
Chemotropism Growth in
response to
chemicals
Chemicals Pollen tube
growing towards
ovaries
Pollen can fertilize
egg in safe protected
place for
reproduction
Gravitropism Growth response
to gravity
Gravity Roots growing
down into the
ground, shoots
growing up
against gravity
Roots gain
anchorage, growth
towards water,
Shoots grow towards
light for p/s
Thigmotropism Growth response
to touch
Hard surface Grape vine
curling around a
stake
Growth up towards
the light for
photosynthesis
Hydrotropism Growth response
to water
Water Willow roots
growing into river
banks
Get water for
photosynthesis,
transpiration and
turgity
Heliotropism Tracking the
path of the sun
Light source Sunflower moving
to face the sun
Increased light so
increased
photosynthesis

53. - The shoot responds to gravity by growing upwards (negative geotropism) and upwards
towards the light (positive phototropism)
- Auxin is a hormone, that is produced in the tip (apical meristem), IAA is an example,
causes cell elongation by making the vacuole retain water. Auxin moves down from the
tip causing cells to elongate and grow upwards.
- Gravity causes the shoot on sprouting from the seed to grow upwards, if it needs to curve
to do this auxin is released to the lower side (gravity drops it to this side) elongating the cells
on this side causing the shoot to bend upwards and grow up and out of the soil
- Once exposed to light auxin is released from the tip and travels down the dark side of the
shoot causing cell elongation and the shoot to bend towards the light
- The advantage of negative geotropism is that the shoot grows in the correct direction to
get to sunlight quickly so it can start carrying out photosynthesis
- There is no light under the soil so it cannot rely on phototropism. Once exposed to light the
plant is a producer and therefore makes its own energy and needs light for the process of
photosynthesis, growing towards the light increases light intensity and therefore rate of
photosynthesis and growth

54. Online Activities
1. Watch the following clip
http://www.youtube.com/watch?v=5JXm1USHlQY
http://www.youtube.com/watch?v=uX5eoxKbzHE
http://www.youtube.com/watch?v=pi3P3uJOsN4
http://www.youtube.com/watch?v=CGIgvzGpPRw
https://education-portal.com/academy/lesson/tropisms-phototropic-geotropic-and-thigmotropic-
plant-growth.html#lesson (complete the quiz too!)
http://www.youtube.com/watch?v=DDMlvthj8MY
2. Read the following pages.
http://plantsinmotion.bio.indiana.edu/plantmotion/movements/tropism/tropisms.html
http://www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/living/controlplantgro
wthrev1.shtml
http://bcs.whfreeman.com/thelifewire/content/chp38/3802001.html - complete the quiz too!
http://www.kscience.co.uk/animations/auxin.htm
http://leavingbio.net/plant%20responses.htm
http://plantsinmotion.bio.indiana.edu/plantmotion/movements/nastic/nastic.html
http://plantsinmotion.bio.indiana.edu/plantmotion/movements/nastic/nastic.html
http://plantsinmotion.bio.indiana.edu/plantmotion/movements/nastic/nastic.html
http://www.slideshare.net/mazz4/plant-responses-15051190
3. Complete this online quiz
http://www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/living/controlplantgro
wth/quiz/q78887607/
http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter40/chapter_quiz.html

55. Nastic Responses
 Plants respond rapidly to stimuli as a
result of osmotic pressure changes
(water in the cells)
 It is a non directional response
 Rate of response can increase with
increasing stimuli
 Eg flowers closing at night - photonasty

56. Padlet your answer here

58.  Padlet your answers
 http://www.biol.uzh.ch/filme/life_on_earth/Ch
apter_26/Present/Activities/26_3/26_3_2a.html

61. Kahoots
 https://play.kahoot.it/#/?quizId=17817ba1
-d8ed-47d2-b0d1-
0cc2912cde49&user=ngibellini&token=ca
81bbbd-c192-4fb8-ae09-cfcfce477f6f

62. Animal Responses
 Taxis – movement of an animal towards or away
from a stimulus
 Kinesis – an animals non directional activity speed
response to a stimulus
 Homing – ability to find and return to a home site
 Migration – movement of animals between two
habitats

63. Kinesis
Can relate to speed of movement – orthokinesis or
direction of movement – klinokinesis in relation to the
intensity of the stimulus and rate of turning
Eg more light = faster movement (to get out of light
and predators vision)

64. Animal Responses
Example Stimulus
Prefix
(hydro, geo etc)
Kinesis/taxis
Klino/ortho
Positive/
negative
Adaptive
advantage

65. Animal Responses
Aim: To investigate taxic responses in slaters
Method:
1. Using choice chambers set
up the following conditions:
A. Light vs Dark (cover one side with a rag)
B. Dry vs Moist (moisten filter paper and put in one dish)
C. Hot vs Cold (put ice under one side)
Results:
What is the adaptive advantage of this type of
response? What is the stimulus causing the response?
What is the name given to this type of response?

66. Animal Responses
Aim: To investigate kinetic responses in slaters
Method:
1. Put 5 slaters in an ice cream container
2. Observe speed of movement
3. Shine light at them from 50cm
4. Observe speed of movement
5. Shine light at them from 25cm
6. Observe speed of movement
Results:
What is the adaptive advantage of this type of response?
What is the stimulus causing the response? What is the name
given to this type of response?

67. Online Activities
 http://prezi.com/cczzkebzdbij/taxis-and-kinesis-
in-animals/
 Why respond? – What is the adaptive
advantage? – Padlet
 Complete tables on kinesis and taxic responses

68. NCEA Questions
Padlet Answer – come up with a different
example to the ones already on the padlet!

70. Homing
What:
 Innate ability of an animal to return to its
nesting site.
Why:
 To meet and mate at a breeding site
 To return to nest and young
 Returning to a safe well resourced place
How:
 Topographical memory - Visual cues such as
landmarks, seas, rivers, mountains
 Magnetic orientation, sun compass, celestial
navigation, olfaction (smell)

71. Navigation Practical 1
 Animals need to use all their senses to navigate
(including your common sense!)
Mark the following on your compass:
 North, south east west
 C block, H block, F block, field
 Sunrise, sunset
 Road, music block (noise)
 Food room, kiosk (smells)
Follow the navigation instructions until you get back to
where you started (then come back to class)

72. Homing
Organism Why it goes
home
How it
navigates
Interesting
Info
Albatross Link to table
Bees
Pigeons
Logger
headed sea
turtle

74. Videos
 The great Migrations
 https://www.youtube.com/watch?v=xVZlAtXnf5k
 https://www.youtube.com/watch?v=8Z-fwZ9m7KQ
 https://www.youtube.com/watch?v=L59UAZ1d2NI
 https://www.youtube.com/watch?v=JrXlEzKOQK0
 https://www.youtube.com/watch?v=CwIT9pv4kh
w

75. Migration

76. Migration
What:
 regular and intentional mass movement of animals from a
breeding area to another area where they do not breed
Why?
 More resources (food, water, space, nesting sites) at new
location
 Meet up with others to breed
 Better climate (warmer)
When?
 Day length changes
 Temperature changes
How?
 Internal clocks respond to environmental cues
 Topographical memory - Visual cues such as landmarks, seas,
rivers, mountains
 Magnetic orientation, sun compass, celestial navigation,
olfaction (smell)

77. Migration
Organism Trigger that
causes migration
How it
navigates
Migration
Route (map)
Humpback whale
(Megaptera
novaeangliae)
Link to table
Monarch butterfly
(Danaus plexippus)
Shining Cuckoo
(NZ)
Shortfin Eels
Godwits

78. Migration
Advantages Disadvantages
New/more resources Uses lots of energy (need to store energy
prior to migration)
Greater genetic mixing
Better breeding conditions
Could get lost on the way
They grow larger Could get killed (eaten) on the way
Reduces predation and disease
from parasites
Once arrive location may have changed
– no habitat, no food, no nesting sites,
climate change
Animals remain in a favourable
temperature
Could run out of energy before reaching
destination and die
May lead to the colonisation of a
new area.
If young die lose a generation and
species cannot continue
Constant food supply

79. Navigation Practical 2
Aim: How well can you navigate? What do humans use to
navigate?
Method:
1.blindfold on your partner
2. For two minutes, walk your partner around the field in an
unpredictable pattern. (spin them a few times but not enough
to make them dizzy).
3.Ask them to point to the north.
4. Record how close they came as accurately as possible. 5.
Repeat the above except ask your partner to point to the school
building after 2 minutes.
6. Again record how close they came.
7. Then switch places and your partner should do the same to
you.
8. Repeat the trial three times taking turns and recording the
results as you go.
 Before you begin: What do you think will happen? Why?

80. Results:
Conclusion:
How close were you?
What did you use to help you navigate?
Do humans have an innate sense of direction?
Student 1 How close to
North
How close to
school
Trial 1
Trial 2
Trial 3
Student 2 How close to
North
How close to
school
Trial 1
Trial 2
Trial 3

81. Navigation Practical 2
 Fill in the compass template with as
much information about the
locations around the school as you
can (blocks, sounds, smells, sights,
sunrise/sun set)
 Use the navigation card to move
around the school collecting the
answers and clues.
 Return to class once you have them
all!
 What senses did you use to
navigate?
 Why do animals need to be able to
navigate?

82. Videos
 http://www.youtube.com/watch?v=Vy1l-
LJYRsg
 http://www.youtube.com/watch?v=D_tS8
7KgtBQ
 http://www.etv.org.nz/programme.php?i
d=24980

83. Online Activities
 http://pinewood.auckland.ac.nz/291009/Lens_29_10_0
9/STREAMING.html
 http://lens.auckland.ac.nz/index.php/Animal_Navigati
on:_Magnetic_Sense#Useful_Links.C2.A0
 http://lens.auckland.ac.nz/images/a/a3/Animal_Navig
ation_Question09-2.pdf
 http://lens.auckland.ac.nz/images/0/06/Magnetic_Nav
igation_09_Final2.pdf
 http://www.nature.com/scitable/knowledge/library/ani
mal-migration-13259533

84. Migration and Homing
Questions
Questions
1. Differentiate between migration and homing.
2. One - way migrations are usually in response to what?
3. What factors may have been responsible for the one - way migration of early
humans?
4. Suggest some environmental factors that may trigger migration.
5. Of what advantage is it for animals to migrate?
6. What are the risks of migration?
7. Why must the Golden Plover make a non - stop migratory flight from Alaska to
Hawaii?
8. What evidence is there that migration is species specific and innate?
9. What evidence is cited to illustrated that the sum and the stars are used for
migratory navigation?
10. Give details of the migratory behaviour of four species of animal found in New
Zealand.
11. What does the wasp example illustrate?
12. What enable pigeons to home successfully?
13. What other cues, apart form recognising land marks and celestial bodies, do
animals use to orient themselves

85. Answers

92. Human Body Clock
 http://www.goldiesroom.org/Shockwave_Pages/068--
Circadian%20Rhythms.htm
 http://bcs.whfreeman.com/thelifewire/content/chp52/
5202002.html
 http://www.youtube.com/watch?v=aF24ZmPwzb0
 http://media.hhmi.org/biointeractive/click/morning-
evening_quiz/index.html
 http://media.hhmi.org/biointeractive/media/bobtail_s
quid-lg.mov

93. Responses to Time
Why:
 Synchronise activity with the environment and
other organisms (food, mates, descciation)
 Time activity with food availability
 Time activity with reduced risk of predators
 Saves energy checking when the time is right
 Ensures reproductive activity occurs at the same
time in species
 Prepare for winter, migration
How:
 Internal body clocks – endogenous
 External environmental cues (temp, day length) - exogenous
When:
 Annual – yearly or circa annual (about a year)
 Daily – 24 hours or circadian (about 24hours)
 Lunar - monthly or circa lunar (about 29.5 days)
 tidal rhythms – 12.5 hours or circa tidal (about 12.5 hours

94. Videos
 http://www.youtube.com/watch?v=62MSZyDE8Hs
 http://www.youtube.com/watch?v=zEkjNgaCCu4
 http://www.youtube.com/watch?v=IulLbBQPaQo
 http://www.youtube.com/watch?v=1YRSaLCxfE4&lis
t=PL99360A5D7876B764
 http://www.youtube.com/watch?v=b9IdZb3z7Jw
 http://www.youtube.com/watch?v=eIoIVVPr9fU

95. Terms you MUST know
Exogenous = controlled by environmental stimulus
Endogenous = biological clock/ regulated internally, no environmental
stimulus needed
Period of rhythm = time it takes to complete one cycle of activity
Phase shift = this occurs during entrainment, it is how much the activity/
rhythm has been shifted forward or back
Free running period = cyclic behaviour observed without external stimulus
Entrainment = the resetting of the biological clock
Zeitgeber = the environmental cue which resets the biological clock
Crepuscular – active at dawn and dusk
Diurnal – active during the day
Nocturnal – active at night

96. Online Activities
 http://plantsinmotion.bio.indiana.edu/plantmotion/movements/leafmov
ements/clocks.html
 http://bcs.whfreeman.com/thelifewire/content/chp52/5202002.html
 How good is your biological clock?
 http://faculty.washington.edu/chudler/java/esttime.html
 http://faculty.washington.edu/chudler/yawn.html
 Online interactive on mice activity, you need to read and follow the
instructions
 http://neuron.illinois.edu/games/mouse-actogram-game
 http://neuron.illinois.edu/sites/default/files/games/MouseActogram/exploration
_guide.pdf
 http://neuron.illinois.edu/sites/default/files/games/MouseActogram/MouseActo
gramResponses.pdf
 Online interactive on fruit fly activity, you need to read and follow the
instructions
 http://neuron.illinois.edu/games/fruit-fly-simulation
 http://www.hhmi.org/biointeractive/measuring-circadian-activity-drosophila

97. Rhythm
Length
Name Given
to this type
of Rhythm
Environmental
Cue
(zeitgeber)
Example
- give a plant
and animal
example
- exo/endo?
Advantage
About 24 hours
About 12.5
hours
About 29.5
days
About 365 days

98. Daily Cycles in Animals
(circadian rhythms)
 Animals are active at different times of the day:
 Diurnal – active during the day, inactive at night
 Nocturnal – active at night, inactive during the day
 Crepuscular – active at dawn and dusk
 Arrhythmic – no regular pattern

99. Compound Rhythms
 Animal responds to more than one
environmental rhythm
 Eg. Sandhopper – uses lunar orientation
at night, solar navigation during the day.

100. Body Temperature
 Measure your temperature every 2 hours from the time
you get up in the morning to the time you go to sleep.
 Don't eat or drink anything right before you take your
temperature.
 Make sure to take your temperature the same way
every time and that you read the temperature VERY
ACCURATELY....the differences in your body
temperature are only a few 0.1 of a degree.
 Chart your body temperature with time...use the X axis
for "Time of Day" and Y axis for "Body Temperature".
 Do you see a pattern?

102. Actograms

104. Actograms
 https://docs.google.com/a/cloud.waimea.school.nz/presentati
on/d/1yurhxyokv3_eSuOdj9uR4QNBKt-
Rm3YHKK0WYC5LXsM/edit#slide=id.p
 http://www.youtube.com/watch?v=IulLbBQPaQo
 http://www.youtube.com/watch?v=62MSZyDE8Hs
 http://www.youtube.com/watch?v=eIoIVVPr9fU
 http://www.google.co.nz/url?sa=t&rct=j&q=&esrc=s&source=we
b&cd=4&ved=0CDQQFjAD&url=http%3A%2F%2Fyear13bio.wikisp
aces.com%2Ffile%2Fview%2FBIOLOGICAL%2BCLOCKS-
wto%2Bmod.ppt&ei=CrrdUq28EYTuiAeAj4DYBg&usg=AFQjCNFG
SxfflskQl1UOjKf3gUySkL6e9g&sig2=EX-
ol_nGgYw_KCAREEG7sw&bvm=bv.59568121,d.aGc
 http://lens.auckland.ac.nz/images/8/85/Biological_clocks_semin
ar_paper.pdf

114. Worksheet

115. Lunar Questions

118. Photoperiodism
 response in plants to the changing length of night
Short day plants
 require short days and long nights
 flower when the photoperiod is less than the critical
length (10 hours daylight and 14 hours darkness)
 flower in winter e.g. chrysanthemums
Long-day plants
 require long days and short nights
 flower when the photoperiod is greater than the critical
length –14 hours daylight and 10hours darkness).
 flower in summer e.g. sunflowers
Day-neutral plants
 relatively unaffected by the amount of light per day and
will flower at any time of the year e.g. tomatoes

119. Phytochrome System
Plants photoperiodic response is controlled by a pigment called
phytochrome
This pigment exists in two forms:
 Pr also called P665 or P red
 Pfr also called P725 or Pfar Red
•Daylight is made up of mainly red light with the wavelength of
about 665nm
•At night mainly far red light is present with a wavelength of
about 725nm

120.  Phytochrome absorbs red light during the day and
converts Pr into Pfr
 At night Pfr is slowly converted back into Pr
 If the day is long enough Pfr accumulates and long
day plants flower
 If the day is short and night is long Pr accumulates
and short day plants flower

121. Adaptive Advantages
 Germinate when greatest chance of survivlal
 Seeds masting (seeds all produced at same time)
not all are eaten
 Flower at same time so can increase cross
pollination
 Flower when pollinators are active
 Commercially florist can flash different types of
light to induce flowering for valentines etc

122. Online Activities
 http://bcs.whfreeman.com/thelifewire/content/chp39/
3902s.swf
 http://highered.mcgraw-
hill.com/sites/9834092339/student_view0/chapter41/ani
mation_-_phytochrome_signaling.html
 http://click4biology.info/c4b/9/plant9.3.htm#6
 http://www.youtube.com/watch?v=aGOs8OLJpaY
 https://docs.google.com/a/cloud.waimea.school.nz/pr
esentation/d/1-pYQwQ6I86FIK6xuiTg-
CZRih2FeIqJMzg5XS5yrims/edit#slide=id.p5

124. Interspecific Relationships
Videos
 Mutualism
 http://www.youtube.com/watch?v=D1aRSeT-mQE
 http://www.youtube.com/watch?v=IiQTrA0-TE8
 http://www.youtube.com/watch?v=zSmL2F1t81Q
 http://www.youtube.com/watch?v=Qqa0OPbdvjw
 https://kleinsclasses.wikispaces.com/file/view/apes-08-
species_interactions.swf
 http://www.skoool.co.uk/content/keystage3/biology/pc/lea
rningsteps/CORLC/LO_Template.swf

125. Interspecific Relationships
 Relationships BETWEEN two Different species

126. Padlet Table
Relationship Definition Example
(NZ if
possible)
Advantage
for species 1
Advat
/disadvant
species 2
Competition
Predation
Parasitism
Commensalism
Mutualism
Herbivory

127. Answers
 Competition: Tortoises compete with one another as well as
with the wild goats for food.
 Predation: The Galápagos tortoise was killed by sailors,
pirates, and other human visitors during the 19th century.
 Parasitism: Mites and ticks suck blood from the tortoise.
 Mutualism: The tortoise is "cleaned" of ticks and mites by the
ground finches that eat these parasites, and the tortoise
benefits by not losing blood to the parasitic insects.
 Commensalism: The scientists at the Charles Darwin
Research Station help tortoises survive by raising the
endangered young in specialized areas. Humans receive no
direct benefit from this action.

128. Online Activities
 http://www.slideshare.net/ericchapman81/5-1-species-interactions
 http://lgfl.skoool.co.uk/content/primary/science/social_patterns/index.ht
ml
 http://www.learner.org/courses/envsci/interactives/ecology/ecology.ht
ml
 http://bcs.whfreeman.com/thelifewire/content/chp54/5402003.html
 http://highered.mcgraw-
hill.com/sites/0073031208/student_view0/chapter25/multiple_choice.html
 You might have to do some research to answer all of these!
 Have a go at these quizlets http://quizlet.com/ngibellini/folders/300-
biology
 Read the information and then fill in the table:
 http://www.nsta.org/publications/interactive/galapagos/activities/pdf/atales.p
df
 http://www.nsta.org/publications/interactive/galapagos/activities/pdf/btales.p
df

129. Plant Responses to the
Biotic Environment
 Plant-plant relationships
 Plant-fungi relationships
 Plant-animal relationships
 Plant defences (aggressive)
 Co-operative relationships

130. Plant-plant relationships
 Relationships between plants is more
complex than you might think.
 Examples
 Allelopathy – this is when a plant may secrete
a toxic substance from their roots or leaves
that inhibits plants growing near them.
 E.g. Chaparral bush, black walnut
 Seed dispersal mechanisms – ensures spread
of offspring over a wide area

131. Plant-plant relationships
 Growing larger leaves to capture available light
when it is reduced
 Plants arranging in layers (stratification) in response
to differing environmental conditions (will have
adaptations enabling them to survive in certain
layers)
 Epiphytes – grow on other trees to gain access to
better conditions
 Lianas – plant climb up trees

132. Plant-fungi relationships
Many plants will form relationships with
Fungi
 Mycorrhizal fungi form mutualistic relations with
many plant roots. The fungi help the plant
roots absorb water and minerals and in return
get organic molecules (nutrients) made by the
plant by photosynthesis
 Obligate mutualistic relationships – lichen
(made up of algae and fungi) that are obliged
to live together. Fungi absorbs water and
nutrients and keeps the algae wet and the
algae carries out photosynthesis and provides
sugars and food for the fungus.

133. Plant-animal relationships
 Herbivores eat plants by:
 Grazing
 Browsing
 Suck sap
 Feed on nectar, pollen, fruit and seeds
 Chew roots
 Eat gum

134. Plant defences
 Plants must have strategies to defend
themselves against herbivory:
 Examples
 Thorns
 Divarication
 Chemicals
 Low growing point
 Seed masting
 Hiding etc
http://www.youtube.com/watch?v=EFRCe65NV44

135. Co-operation in plants
 Co-operative interactions between plants and
other plants, and plant and animals can include
 Pollination – animal pollinators (insects/birds) are
attracted by rewards or advertisements
 Guarding plants by animals
 Animals gaining protection from thorns
 Eating fruits and seeds pass through digestive track
and are dispersed

141. Intraspecific relationships
Videos
 Intraspecific and Interspecific R.
 http://www.youtube.com/watch?v=5hIjsd
q3kdQ
 http://www.skoool.co.uk/content/keystag
e3/biology/pc/learningsteps/CORLC/LO_
Template.swf
 https://www.youtube.com/watch?v=IiQTr
A0-TE8

142. Intraspecific Relationships
Relationships within the same species:
 Competition for resources
 Territoriality
 Hierarchical behaviour
 Cooperative interactions
 Hunting in packs
 Teaching
 Clumping for:
 Predator avoidance
 Warmth
 Reproductive behaviours
 Courtship
 Parental care
 Pair bond

143. Advantages of Grouping
 Padlet your ideas:
http://padlet.com/wall/advantagesofgrouping
 Defence - safety in numbers
 Hunting - cooperative
 Detection - finding food/ spot predators
 Mating - accessible
 Learning - Passing on of knowledge/ skills
 Clumping - warmth/moisture retention
 Share responsibility of bringing up young
 Role specialisation
 Socialisation - friendship
 Population size regulation (breeding ability)
 Aerodynamics - flight in V

144. Disadvantages of Grouping
 Padlet your ideas:
http://padlet.com/wall/disadvantagesgroups
 competition for resources - food/ mates/ shelter/
space/ air
 Easily spotted by predators
 Easy transmission of disease
 Hierarchies - low may get less resources or not breed
 Fighting - “Drama”
 Infant mortality - cannibalism of infants

145. Reproductive
Behaviours
 Courtship
 Mating
 Pair Bond
 Parental Care

146. Courtship Behaviours
 https://www.youtube.com/watch?v=lMbDjNDD4cM
 Video 2
 Why?
 To ensure same species
 To ensure only mate with the fittest of the species
 To ensure potential mate is fertile
 How?
 Dancing/ leaving smells behind
 Nest building/ Bringing presents – shows good provider for
potential young
 Calling/singing
 Puffing/flapping – to make them look better
 Fighting – non aggressive

147. Courtship
 http://www.britannica.com/EBchecked/topic/140848/courts
hip
 http://www.bbc.co.uk/schools/gcsebitesize/science/triple_e
dexcel/behaviour/animal_plant_behaviour/revision/1/
 http://www.thevirtualschool.com/
 http://www.youtube.com/watch?v=gqsMTZQ-pmE
 http://www.youtube.com/watch?v=yKKabd3W904
 http://www.youtube.com/watch?v=1YQrLPW5DdY
 http://www.ck12.org/biology/Reproductive-Behavior-of-
Animals/lesson/Reproductive-Behavior-of-Animals/r21/

148. Mating
 https://www.youtube.com
/watch?v=80lMLgzCzo0
 Mating requires animals to
reduce aggression so can
get close to each other
 Mating puts both animals
at risk of predation from
other animals or females
 Mating helps form bonds

149. Reproductive Strategies
Monogamy – each mating with only one
member of the opposite sex (often for life)
Polygyny – males mate with many females
thus fathering many offspring
Polygamy – dominant males mates with a
harem of females
Polyandry – females mate with more than
one male
Polygynadry (promiscuity) – both male and
female mate with more than one member
of the opposite sex.

150. Pair Bonds
 http://www.youtube.com/watch?v=uH_rIT0juiM
 A stable relationship between animals of the
opposite sex that ensures co-operative behaviour
on mating and rearing of the young
 E.g. turns, albatross
 Two parents so can share parental care
 Reduces risk to chick/pair
 One can sit on nest while other feeds
 Two to defend chick/pair
 Less energy expended by individual
 Warmth

151. Parental Care
 Video
 R Strategy
 Lots of offspring
 Little parental care
 Reduces risk to parents
 Many young die, but enough survive
 Eg turtles, fish, mussels
 K Strategy
 Few offspring
 high parental care
 Parents at risk
 Few young but fiercely protected and educated

152. Parental care
 http://www.thevirtualschool.com/
 http://www.ck12.org/biology/Reproductive-
Behavior-of-Animals/lesson/Reproductive-
Behavior-of-Animals/r21/
 https://www.youtube.com/watch?v=9KnTCI
BksEI

156. Aggressive/Antagonistic Behaviours
Agonistic behaviour
 Is aggressive
 Towards members of the same species
 Involves threats or fighting
 Determines which competitor gains access to
resources.
 Especially strong between members of the same sex
e.g. males fighting over females
E.g.
 Territoriality
 Competition
 Hierarchy

157. Territoriality
Areas for feeding, mating or rearing young, that are
defended.
 Held by aggressive behaviours
 Usually consist of a lair or nest in the centre of the
territory, surrounded by a large home range that
animals cover regularly in search of food and
mates.
 Only the territory is defended
 http://bcs.whfreeman.com/thelifewire/content/chp
53/5302001.html
 https://www.youtube.com/watch?v=4EU_tJWXaKc

158. Advantages of Territoriality
 Ensures space for each animal
 Reduces disease
 Harder for predators to find animals if they are
spread out
 Reduces fighting
 Ensures there is enough food for everyone
 Safe breeding sights that are defended
 Best genes are handed on to offspring

159. Disadvantages of Territoriality
 Males without territories fail to breed as not seen as
attractive
 Losers must spread out to find food rather than
fight
Marking and defending
 Singing
 Mark with urine
 Using scent glands
 Using signals
 Calling

160. Competition
 Competition occurs when individuals use the same
resources that are in limited supply.
 Intraspecific competition is stronger than
interspecific competition
 This is because individuals within a species are
competing for the same resources... e.g. food,
mates, nesting sites.
 https://www.youtube.com/watch?v=7PIIPms1rR4

161. Hierarchies
 https://www.youtube.com/wat
ch?v=uQtqeghoitI
 Every animal is either above or
below another (linear
hierarchy).
 There are no equals
 Forms “Pecking Orders” Usually
established competitively
 “top dog” will usually make
decisions for the group
 Maintained by posture and
display
 Reduces aggression and risk

162. Group Formation
 When animals join together to co-operatively
undertake tasks
 E.g. Hunting, defence, protection etc
https://www.youtube.com/watch?v=5hIjsdq3kdQ

163. Groups
Advantages:
 Team work while hunting leads to increased success
rate.
 Less predation as can have members of the group
on “look out”
 Older members protect young or weak individuals
 Large numbers can cause confusion for predators
 Breeding sites are located within a boundary that is
protected by members of a group
Disadvantages
 Competition is increased
 Disease can spread faster
 Parasites (e.g. fleas) spread faster
 Increases conflict between members

164. Achievement Standard
Demonstrate understanding involves describing plant and animal responses to
their external environment. The description includes:
 the process(es) within each response and/or the adaptive advantage
provided for the organism in relation to its ecological niche.
Demonstrate in-depth understanding involves using biological ideas to explain:
 how the responses occur
 why the responses provide an adaptive advantage for the organism in
relation to its ecological niche.
Responses are selected from those relating to:
 orientation in space (tropisms, nastic responses, taxes, kineses, homing,
migration)
 orientation in time (annual, daily, lunar, tidal rhythms)
 interspecific relationships (competition for resources, mutualism,
exploitation including herbivory, predation, and parasitism)
 intraspecific relationships (competition for resources, territoriality,
hierarchical behaviour, cooperative interactions, reproductive
behaviours).
 External environment will include both biotic and abiotic factors.

165. Revision
 https://sites.google.com/a/tamaki.ac.nz/mrs-j-s-
science/year-13-biology/plant-animal
 http://mrsthorntonnz.wikispaces.com/Year+13+Biology#
WELCOME!!!--
Animal%20Behaviour%20and%20Plant%20Responses%20
%2891603%29
 https://docs.google.com/a/cloud.waimea.school.nz/do
cument/d/14NdGdL7WpXQY8T-
hVLH7qxC39xJJ2wHRcA0thca_Sec/edit
 Answers:
https://docs.google.com/a/cloud.waimea.school.nz/docu
ment/d/1o3tPvEVFkcZt-
zQrj2GsH4_fLqhVmheRXmkp4a1GXFw/edit

166. THE END!!!

167. Tasks:
For your topic you need to create and interesting
interactive (ict or practical) way to teach the class the
following:
 Definition of behaviour
 Definitions of key terms related to behaviour (see
individual slides)
 You tube clip about behaviour
 How behaviour is maintained
 Several Examples of behaviour
 Adaptive advantages of behaviour
 Disadvantages of behaviour
 Make a roll play/skit to demonstrate the behaviour
 Human example of the behaviour