The Botany of Desire

Source from: www.dreamstime.com

Michael Pollan's book, Botany of Desire introduces a unique perspective of our relationship with the nature. Unlike the traditional perspective of being the dominant species, Michael Pollan introduces a new idea of relationship between organisms and nature, which is called co-evolutionary relationship. By introducing the term of coevolution, which involves the evolution of two organisms which initially begins as solely for individual gains, becomes one where they end up "doing favors for each other." More specifically, he stated that plants exploit our inner desires and influence our preferences through their tastes and appearances. In other words, plants control us.

Source from: http://hight3ch.com/are-we-controlled-by-plants/

The four desires: sweetness, beauty, intoxication, and control. The apple represents our desire for sweetness; the tulip represents our desire for beauty; the cannabis represents our desire for intoxication; the potato represents our desire for control (and probably taste). All of the plants above are examples of domesticated plants. While they are given the title of domesticated, they all have the ability to manipulate our desires with their appearances and other qualities, enabling themselves popular in human agriculture.

Source from: Google image

The ancient relationship between bees and flowers is a classic example of what is known as “coevolution.” In a coevolutionary bargain like the one struck by the bee and the apple tree, the two parties act on each other to advance their individual interests but wind up trading favors: food for the bee, transportation for the apple genes (flowers need to be able to pollinate). Consciousness needn’t enter into it on either side, and the traditional distinction between subject and object is meaningless.

Source from:
 http://wallace.genetics.uga.edu/groups/evol3000/wiki/ce8b9/Selective_Breeding_or_Artificial_Selection.html

As mentioned in the book, Charles Darwin, the father of evolution, once introduced a term called "artificial selection" (aka domestication), which means our choices in selecting domesticated species, that reflects on our wills. In other words, our desire plays the same role as the natural selection in determining the best species for survival. And now artificial selection has become the most influential force of nature. 

What if Bugs Bunny meets Big Bad Wolf?

For today's class, we did a Predator - Prey Simulation lab. Our task for this lab activity is to investigate how populations are affected by predator - prey relationships over several generations. We used wolves and rabbits as our subjects, and we used stacks of reserve cards to represent wolves (large cards) and rabbits ( small cards). For the first round, we placed three small cards evenly on the "grassland", and we tossed one wolf card on the "grassland". Each time a wolf card has to touch three rabbit cards in order to survive and reproduce. On the other hand, the number of survived rabbit cards would double up and continue reproducing. Below is our data after 20 rounds of simulation.

As shown above, my partner and I only reached the 20th round. The number of wolves didn't grow until the 4th round (the number of wolves didn't grow drastically until the 10th round), while the number of rabbits showed a significant increase during the first seven rounds. The decrease in number of rabbits started from the 8th round, which is when we began to see the number of wolves increased quickly. The data we collected shows the number of predators is directly proportional to the number of preys at the beginning; however, it becomes more indirectly proportional as the number of preys decreases while number of predators increases. The highest amount of rabbits is 72, and the highest amount of wolves is 18.

Steppe up? Steppe down!

!!!OH NO!!! Volcanic Eruption in Steppe!!! 

     On April 21st, a volcanic eruption broke out in Steppe. This intense eruption produced lava/ash/mud, which destroyed large amounts of plants and animals and severely damaged the Food Web of Steppe. Both lava and ash can be immediately detrimental to plant life by covering and burning the plants. Additionally, plants covered in ash will be unable to perform photosynthesis and respiration. Also, the explosion during the eruption caused wide-ranged fire on the steppe. As a result, most of the plants on the steppe were killed. However, not only plants were killed, but also animals were disturbed by the change in their daily routine as ash cover could make it look like evening, and breathing may be more difficult due to the release of tephra and volcanic gas such as sulfur dioxide. Yet, animals that were not scared away from the noise and temperature change may leave the area to seek food or uncontaminated water sources.
     On the other hand, the volcanic eruption also caused the drastically increase of the temperature in the steppe. Volcanic activity can drastically raise the temperature in an area, which may directly affect the ability of a plant to survive, especially if the plants are located near the path of lava flow. Pyroclastic materials can reach up to 1,500 degrees (National Park Service). In addition, volcanic dust blasted into the atmosphere caused temporary cooling. The amount of cooling depended on the amount of dust put into the air, and the duration of the cooling depended on the size of the dust particles; yet, these particles had little effect on the climate. Tiny dust-size ash particles thrown into the lower atmosphere would float around for hours or days, causing darkness and cooling directly beneath the ash cloud, but these particles were quickly washed out of the air by the abundant water and rain present in the lower atmosphere. However, dust tossed into the dry upper atmosphere, the stratosphere, could remain for weeks to months before they finally settle. These particles blocked sunlight and cause some cooling over large areas of the earth.

      Nevertheless, there were some positive effects of volcanic eruption on the steppe. When the volcano erupted it threw out a lot of ash. At short notice this ash could be very harmful to the environment, but on the long term the ash layer, which contained many useful minerals would be converted to a very fertile soil. The main good effect that volcanoes have on the environment was to provide nutrients to the surrounding soil. Furthermore, this suddenly intense eruption of volcano would force some organisms to adapt to the new environment in order to survive. For example, some plants on the steppe were adapted to occasional wild fire that even if the parts of the plant above ground were burnt, their roots could resprout after the fire. Also, some even required fire to carry out their germination process. Thus, these plants were probably able to survive the fire caused by the volcanic eruption and revived after a short time (The same as the animals). 

Source from:
http://www.volcanodiscovery.com/photos/lengai/feb07/image12.html 

Source from:
http://www.sciencemuseum.org.uk/climatechanging/climatescienceinfozone/ 

Source from:
http://www.volcanodiscovery.com/photos/strombolian_eruptions/image7.html

Work Cited
Effects on the Environment
http://www.stfrancis.edu/content/ns/bromer/earthsci/student9/Web%20PageMichAmand/Michelle.htm

Lauren, Daniella. "How Do Volcanoes Affect Pants & Animals." eHow.com. Web.

Volcanoes & Climate, Exploring the Environment.
http://www.cotf.edu/ete/modules/volcanoes/vclimate.html

What time is it! Adventure time! --- Travel Journal: Steppe

Welcome to my travel blog!

Do you have a plan for this summer? Huh? SAT?!! Stop sitting in front of your desk and preparing for the annoying SAT test! Don't waste your best vacation! Because you know what time is it --- SUMMER TIME! Even better, it's Adventure time!

HAHA
Source from: Google Image 

Aaa! Flash!
Source from: Google Image 

So let's go on an Adventure! To... *Drum roll* STEPPE! Woop! Woop! 

Of course you may ask "Huh... Steppe? Where on earth is that!" No worries! I will introduce steppe, an amazing place on earth to you in this travel blog.

ENJOY READING! :) 

  When travelling to a new place, we always would like to know the location. So let's take a look - where on earth is steppe. Basically,  steppe biomes are located all over the world! So there are more than one options for you to choose to be your place for summer vacation! Steppe biomes are most commonly found in South America, South island of New Zealand, Australia, Eastern Europe, Central Asia, neighbouring countries stretching from Ukraine in the west through Russia, Kazakhstan,Turkmenistan and Uzbekistan to the Altai, Koppet Dag and Tian Shan ranges. But if you don't want to travel abroad, that's totally fine! Because you can also find steppe biomes in central United States and western Canada.
*Steppe couldn not be found in Antarctica. 

Photo by: http://environment.nationalgeographic.com/environment/habitats/grassland-

The Eurasian Steppe Belt  Photo by Wikipedia 

  A steppe is an ecoregion, in the montane grasslands and shrublands and temperate grasslands, savannas, and shrublands biomes, characterized by grassland plains without trees apart from those near rivers and lakes. Thus, unfortunately, it is hard to find shelter in steppe biomes as there is hardly any trees in steppes, and there is only grass and shrubs.

  Although it is categorized as grassland, it may be semi-desert. Mentioning of semi-desert, the term is also used to denote the climate encountered in regions too dry to support a forest, but not dry enough to be a desert. The soil of steppe biomes is typically ofchernozem type. 

  There are two types of steppe can be recorded. One is characterized as Temperate steppe: the "true" steppe, found in continental areas of the world; they can be further subdivided, as in the Rocky Mountains Steppes (The other type is Subtropical steppe: a similar association of plants that can be found in the driest areas with a Mediterranean-like climate; it has usually a short wet period.)
Peculiar types of steppe include; shrub-steppe and alpine-steppe.

  Steppes are usually characterized by a semi-arid and continental climate. Extremes can be recorded in the summer of up to 40 °C (104 °F) and in winter, –40 °C (–40 °F). Besides this huge difference between summer and winter, the differences between day and night are also very great. For example, in the highlands of Mongolia, 30 °C (86 °F) can be reached during the day with sub-zero °C (sub 32 °F) readings at night. Steppes contain hot summers and cold winters. There is a low amount of humidity as steppes are located away from the ocean; yet, close to mountain barriers. [Steppes is halfway between forests and deserts.] The average temperature in summer is  104°F. The average temperature in winter is -40°F, and the average annual precipitation is 250–500 mm (10-20 inches) 

   Last but not least, with such small amount of rainfull and such high  average temperature, there is always sunshine in steppe. (Better pack suncream, sunglasses and hats! Unless you would like to bear the cold and go during winter season.) Even though sunshine here in California is pleasant and enjoyable, sunlight is overpowering. Too much of sunlight would cause droughts that grass would catch on fire and start wildfires; furthermore, the entire environment of steppe is dry that once wildfires spread, it is hard to stop as the speed of spreading is out of reach. 

* Click here for more detailed information about the climate of steppe biome. 

For this graph, grassland = steppe  Source from: http://uschs-apes.wikispaces.com/Grassland

Wildfire
phtot by Wikipedia

Steppe in Ukraine
photo by Так цветет украинская степь 

The Great Steppe
photo by Wikipedia

Besides the landscape and climate, what about the life there?  

Plants:
  The main plants are a variety of grasses/ bushes. The grasses bery in size from 4 1/2 ft. to 1 1/2 ft. Steppe vegetation is well suited to this drier climate, and the grass is generally shorter than that which is found on prairie grasslands. 

  Common plants that are found in steppes include Fringed Sagebrush, Milk Vetch, Sweet Vernal, Rhubarb and tumbleweed. All of these plants are relatively small and short, growing no higher than about 1 meter. The leaves of these plants are usually as sharp as needles that the reduced surface areas would help the plants to preserve water; moreover, the roots of these plants are longer and deeper than other types of grasses as growing in such a dry environment, longer and deeper roots and sharper leaves would help the plants to survive better.

Fringed Sagebrush
Source from: http://www.blueplanetbiomes.org/steppe.htm

Sweet Vernal
Source from: http://www.blueplanetbiomes.org/steppe.htm

Milk Vetch
Source from: http://www.blueplanetbiomes.org/steppe.htm

Rhubarb
Source from: http://www.blueplanetbiomes.org/steppe.htm

Tumbleweed
Source from: http://www.blueplanetbiomes.org/steppe.htm

*Here is a website that discusses about these plants in details. Enjoy! :)

Animals:

Most of the organisms in the Steppe are grazing animals, like rabbits, mice, antelopes, and horses. Animal life on the steppe is comprised of grazing mammals such as the antelope, and a wide variety of burrowing mammals such as ground squirrels and ferrets. There are endangered species on the Steppe, and more and more people are trying to protect them. Nevertheless, the Steppe is losing land to oil drilling, and plowing for farming. Furthermore, as a result of having lots of grazing animals. Steppe biomes are highly threatened by overgrazing.

Northern Lynx
Source from: http://www.blueplanetbiomes.org/steppe_animal_page.htm

Saker Falcon
Source from: http://www.blueplanetbiomes.org/steppe_animal_page.htm

Corsac Fox
Source from: http://www.blueplanetbiomes.org/steppe_animal_page.htm

Horse
Photo by Wikipedia

Rabbit
Photo by Wikipedia

Mongolian Gerbil
Source from:http://www.blueplanetbiomes.org/steppe_animal_page.htm

Saiga Antelope
Source from: http://www.blueplanetbiomes.org/steppe_animal_page.htm

*Check this out!

Human impact on steppe biome:
Humans have had ranging impacts on grassland biomes. Those areas that are most affected by humans are normally used for agricultural purposes. For example, much of the grassland in North America has been used for farms and commercial agriculture. Humans clear the existing vegetation for their desired crop in some places, and in others, they leave the existing grass alone so that livestock can use it for food.

[Source from: http://uschs-apes.wikispaces.com/Grassland]

*Click here and here for more detailed information about plants and animals. 

Food Web:

Here are graphs that clearly show the relations between producers, consumers and decomposers.

Click here for detailed information. :) 

Source from: http://www.gsseser.com/trial/colorbook/web.htm

Source from: http://clasfaculty.ucdenver.edu/callen/1202/Landscapes/Biogeog/Biogeog.html

  As mentioned before, because of the harsh climate of steppe biome, microorganisms, plants, and animals have gone through some forms of evolutionary adaption to survive in the environment with such small amounts of rainfall. It can be inferred that This adaption is most prominent in plants that

their roots are deeper and longer than other plants in other biomes in order to take in far-reaching water and nutrients; furthermore, their leaves are smaller and sharper (like long needles -- to reserve water). These plants in steppe biomes are similar to the plants in desert. 

  There is only one type of symbiotic relationship in the steppe of biome --- parasitism. In this relationship, one organism benefits while the other is harmed. It basically menas the harmed ones will be eaten for food. 

CITATION:
"Ecoregions of the United States".  Web. April 2014. Retrieved from 

http://www.fs.fed.us/land/pubs/ecoregions/ecoregions.html

“Grasslands.” October 2000. 24 October 2011. http://www.blueplanetbiomes.org/grasslands.htm

“Grasslands”. National Geographic. N.p. n.d. 24 October 2011. http://environment.nationalgeographic.com/environment/habitats/grassland-profile/.

"Steppe Biome". Billy Price, 2005. Web. April 2014. Retrieved from

http://rrms-biomes.tripod.com/id8.html

“The Grassland Biome.” California Academy of Science. N.p. n.d. 25 October 2011. http://www.ucmp.berkeley.edu/exhibits/biomes/grasslands.php

“The Grassland Biome(s).” Marietta College. N.p n.d. 30 October 2011. http://www.marietta.edu/~biol/biomes/grass.htm.

ADDITIONAL LINKS:

Here are some more detailed information about the steppe biomes, such as the crisis of the steppe biomes' ecosystems, Global Warming affecting the steppe biomes, sagebrush steppe and so on. :) 

Hope these websites could help you get to know the steppe biomes more, and maybe someday you will go on an adventure to the steppe biomes. :) 

1. Sagebrush Steppe and Shrublands http://www.dfw.state.or.us/conservationstrategy/docs/document_pdf/b-habitat_11.pdf

2. Montane Sagebrush Steppe

http://fieldguide.mt.gov/displayES_Detail.aspx?ES=5455

3. Global Warming and Sagebrush Steppe Habitat
http://www.nwf.org/Wildlife/Threats-to-Wildlife/Global-Warming/Effects-on-Wildlife-and-Habitat/Sagebrush-Steppe.aspx

4. Proceedings: Sagebrush Steppe Ecosystems Symposium

http://ris.wr.usgs.gov/general/sssymp.pdf

5. Sagebrush Steppe

http://www.nps.gov/crmo/naturescience/sagebrush-steppe.htm

6. The Tibetan Steppe 

http://www.case.edu/affil/tibet/documents/TheTibetanSteppe_001.pdf

7. Sagebrush Steppe
http://www.inl.gov/visitorinformation/sagebrush_steppe.shtml

Check out this cool book about steppe biome!

And!! This a great website about the overall information of steppe biome. Hope it will help you more :)
Thank you for reading this and hope you will have a wonderful summer full of adventures!

How do Tuck and Roll behave? --- Animal Behavior Lab Report

Linfei Liu 

A Block Hon. Bio
04/14/14

How do Tuck and Roll behave? --- Animal Behavior Lab

ABSTRACT:
In this lab, our task is to find out what environment the terrestrial isopods (pillbugs / roly-polies) prefer to live by observing their behaviors. We collect ten pillbugs and put them in a choice chamber, where two petri dishes of the same size are joined together. Throughout the lab, the environment of the two sides of the choice chamber will be different from each other in only one aspect, while other conditions of two sides remain constant. We will observe and record the data in every thirty seconds for a five-minute-long period. After counting the number of pillbugs on the two sides and analyzing the data, we are able to find out what kind of environment is more preferable to pillbugs.
INTRODUCTION:
To understand the purpose of this lab, we need to first comprehend these following concepts:
1. Behavior simply means everything an animal does and how it does it. Behavior is the range of actions and mannerisms made by organisms or systems in conjunction with themselves or their environment, which includes the other systems or organisms around as well as the (inanimate) physical environment. It is the response of the system or organism to various stimuli or inputs. In other words, behavior is the internally coordinated responses (actions or inactions) of whole living organisms (individuals or groups) to internal and/ or external stimuli. Furthermore, Behavior can be either innate (inherited) or learned. Behavior can be regarded as any action of an organism that changes its relationship to its environment. Behavior provides outputs from the organism to the environment. Also, behaviors may be innate or learned. Many behaviors have both genetic and learned components.

2. Usually, there are two types of explanations and questions for behaviors: 1) Proximate explanation / question relates to how the behavior occurs. Proximate explanation / question focus on the environmental stimuli that trigger the behavior. 2) Ultimate explanation / question relates to why the behavior occurs. Ultimate explanation / question addresses the evolutionary significance of the behavior. For example, a proximate question about bird song would be “How does the bird know when it is the right time to sing?” and an ultimate question about bird song would be “Why does the bird sing?” “What is the purpose of the song?”

3. As mentioned before, there are two types of behaviors. One type is innate behavior; the other type is learned behavior. Innate behavior is inborn and cannot be modified; furthermore, innate behavior is developmentally fixed and under strong genetic influence. Some innate behaviors (especially instincts) followed fixed action patterns (FAP). Fixed action pattern is a sequence of unlearned behavioral act that is essentially unchangeable and, once initiated, is usually carried to completion. It is triggered by an external sensory stimulus (sign stimulus.) FAP is highly stereotyped behavior. An example of fixed action patterns would be in male stickleback fish, the stimulus for attack behavior is the red underside of an intruder. When presented with unrealistic models, as long as some red is presented, the attack behavior occurs. Another fixed action pattern shared by some animals, including humans, is yawning, which often triggers yawning in other individuals. Yawns last around six seconds and are difficult to stop once initiated. 

RED!! Intruder! ATTACK!!

Triggers yawning in other individuals :P  So cute!

Aww! So cute!

4. Furthermore, orientation behaviors, a type of innate behaviors, are series of coordinated movements that are triggered in a particular direction by environmental stimuli. These behaviors include kinesis and taxis movements. The kinesis movement is a simple change in activity or turning rate in response to a stimulus; moreover, the pace of the motion is directly proportional to the intensity of the stimulus. An example of kinesis movement is woodlice prefer damp condition. If the environment is too dry, they will move more often, although in random directions, until they find moist areas. In this case, the movement is non-directional and random. Instead of moving towards or away from the stimulus, the organism simply moves more, or less in response to a stimulus. In comparison, the taxis movement is a more or less automatic, oriented movement toward or away from an environmental stimulus. An example of taxis movement would be many stream fish exhibit a positive taxis and automatically swim in an upstream direction. This taxis movement prevents then from being swept away and keeps them facing the direction from which food will come. The taxis movement is directional. A positive taxis would be a directional movement towards the environmental stimuli, and a negative taxis would be a directional movement away from the environmental stimuli.

Stream fish 

5. On the other hand, learning behavior is the modification of behavior based on specific experiences. Learned behaviors include imprinting, classical conditioning, operant conditioning, habituation and insights. Imprinting behavior occurs as an animal matures, it may form social attachments to other individuals or form preferences that will influence behavior later in life. Imprinting is a behavior that includes learned and innate components and is generally irreversible. It is distinguished from other learning by a sensitive period. A sensitive period is a limited developmental phase that is the only time when certain behaviors can be learned. An example of imprinting would be young geese following their mother goose. Another example is that Konrad Lorenz showed that when baby geese spent the first few hours of their life with him, they imprinted on him as their parent. A proximate cause for their imprinting behaviors may be that during their early development stage, the mother of young geese choose to move away from the young geese and call them to begin the learning routine. The ultimate cause of those imprinting behaviors may be that young geese mimic the actions of their mother to learn necessary skills, walking and hunting and so on, to survive in their habitat.

6. As mentioned before, there are two types of learning behaviors for animals. One type is classical conditioning, also known as associative conditioning. Classical conditioning is the repeated presentation of a stimulus in association with a response that causes the brain to form an association between the stimulus and the response, even if they have never been associated before. One classic example of classical conditioning is an experiment done by Ivan Pavlov. In his experiment, the dog would drool when food is provided and has no reaction to the tuning fork before conditioning. During the conditioning, Pavlov would provide food to the dog after he rings the tuning fork. Thus, after the conditioning, the dog would drool when it hears the tuning fork. Pavlov’s experiment successfully proves that the dog that repeatedly hears a tuning fork before being fed will salivate in anticipation at the tuning fork’s sound through conditioning or repeated events. Another type of learning behavior is operant conditioning. Operant conditioning is a type of learning behavior in which an animal learns to associate one of its behaviors with a reward or punishment. It is also called trial-and-error learning (it is really similar to classical conditioning). An example of operant conditioning would be a predator might learn to avoid a specific type of prey associated with a painful experience.

Overall, classical conditioning is a type of learning which forms an association between two stimuli. Operant conditioning is a type of learning that forms an association between a behavior and a consequence. 

Poor dog going through associative conditioning

Operant Conditioning

Classical Conditioning

7. Additionally, habituation is a simple form of learning that involves loss of responsiveness to stimuli that convey a little or no information. For example, birds will stop responding to alarm calls from their species if these are not followed by an actual attack. Habituation is a form of learning, a diminishing response to a repeated stimulus. On the other hand, instinct is an inborn pattern of activity or tendency to action common to a given biological species.

Pillbug’s Background Information
“In this lab, we will be working with terrestrial isopods commonly known as pillbugs, sowbugs, or roly-polies. These organisms are members of the Phylum Arthropoda, Class Crustacea, which also includes shrimp and crabs. Most members of this group respire through gills (Source from AP Lab 11: Animal Behavior / Experimental Design handout)”.

QUESTIONS: 

Are the behaviors of pillbugs that are displayed in the choice chambers taxis or kinesis? Do pillbugs prefer living in a moist and high pH level environment or a dry and low pH level environment?

HYPOTHESIS:
Part One: 

If the pillbugs are given a choice to stay either in a dry chamber or a wet chamber, then by the end of the lab, the majority of pillbugs will choose to stay in the wet chamber (pillbugs in the dry one will find their way to the wet chamber). The reason that this phenomenon occurs is because pillbugs are naturally inhabited in moisture areas. Furthermore, if the pillbugs choose to stay on the same side, then the behavior is taxis because the pillbugs move toward a stimulus, moisture. As “in taxis, the animal moves toward or away from a stimulus. Taxis is often exhibited when the stimulus is light, heat, moisture, sound, or chemicals” (Source from AP Lab 11: Animal Behavior / Experimental Design handout).

Part Two: 

If the pillbugs are put in two environments with different pH level (One chamber has nothing in it, the other chamber has vinegar in it), then most of the pillbugs will move to the chamber without vinegar in it, because the pH level of pillbugs’ natural inhabitation is high, which means it’s basic instead of acidic. A high pH level environment is necessary for pillbugs' survival in their habitat as they are mostly found under rocks or in the soil. On the other hand, if the majority of pillbugs choose to stay on the same side, then the behavior is taxis because the pillbugs act in a uniform way away from the stimulus.

Our independent variable in Part One is the difference in moisture on either side of the choice chamber, and our dependent variable of Part One is the amount of pillbugs on either side. In Part One, our constants of the lab are the total number of pillbugs, the same surface level, the temperature, the pH level, the intensity of light exposure, the intensity of heat and the sizes of both the two circular spaces of the choice chambers and filter paper. On the other hand, our independent variable in Part Two is the difference in pH level on either side of the choice chamber, while our dependent variable is the amount of pillbugs on either side. In Part Two, our constants of the lab are the same surface level, the total number of pillbugs, the temperature, the amount of moistness, the intensity of heat, the intensity of light exposure and the sizes of both the two circular spaces of the choice chambers and filter paper. 

METHODOLOGY:
MATERIALS:
Two choice chambers
Two pieces of filter paper
Ten pillbugs
A lamp
Two data sheets
A paintbrush
A timer
A beaker with 50 mL of water
A beaker with 50 mL of vinegar
Two plastic pipets (use to absorb the liquid)
Plastic wrap or petri dish cover
Writing utensils and paper

PROCEDURE:
1. Place 10 pillbugs in a choice chamber. They generally try to get out so cover the chamber with plastic wrap or a petri dish cover.

2. Observe the pillbugs for ten minutes. Make notes on their general appearance, movements about the chamber, and interactions with each other. Notice if they seem to prefer one area over another, if they keep moving, settle down or move sporadically. Note any behaviors that involve 2 or more pillbugs. Do not interfere with the specimens in any way.

3. Make a detailed sketch of a pillbug.

4. Prepare the other choice chamber and place a filter paper on either side.

5. Place one side of the chamber under a bright lamp and cover the other side with a plastic wrap of some sort or another choice chamber.

6. Choose your variables to be tested: Moisture, light, and set up the adjacent room accordingly. Use a soft brush / paint brush to transfer the ten pillbugs into the second choice chamber. Cover the chambers being used.

7. Count how many pillbugs are on each side of the choice chamber every 30 seconds for 5 minutes. Record down the data in a table. Continue to record even if they all move to one side or stop moving.

8. When done recording, return the pill bugs into the stock choice chamber.

9. Graph both the number of pill bugs in the wet/ with vinegar chamber and the number in the dry/ without vinegar chamber.

The set-up

The set-up

Image from: local.brookings.k12.sd.us/krscience/.../LAB%20DATA/.../lab%2011.pdf‎

Image from: local.brookings.k12.sd.us/krscience/.../LAB%20DATA/.../lab%2011.pdf‎

Image from: local.brookings.k12.sd.us/krscience/.../LAB%20DATA/.../lab%2011.pdf‎

Image from: local.brookings.k12.sd.us/krscience/.../LAB%20DATA/.../lab%2011.pdf‎

Image from: http://local.brookings.k12.sd.us/krscience/protected/LAB%20DATA/11pillbugs/lab%2011.pdf

RESULTS: 

Part One

Part Two

Part One: Wet VS. Dry

Time (Minutes)	Number of Pillbugs in Wet Chamber	Number of Pillbugs in Dry Chamber
0	5	5
0.5	5	5
1.0	6	4
1.5	6	4
2.0	7	3
2.5	7	3
3.0	7	3
3.5	7	3
4.0	7	3
4.5	6	4
5.0	7	3

Part Two: with Vinegar VS without Vinegar

Time (Minutes)	Number of Pillbugs in Chamber with vinegar	Number of Pillbugs in Chamber without vinegar
0	0	10
0.5	2	8
1.0	2	8
1.5	2	8
2.0	1	8
2.5	1	8
3.0	1	8
3.5	1	8
4.0	1	8
4.5	1	8
5.0	1	8

CONCLUSION:
  As mentioned in the introduction, this lab focuses on the behavioural responses of pillbugs. Our task is to figure out what kind of environment is more preferable to pillbugs. Moreover, throughout the lab, we learn that the pillbugs are to respond in a taxis manner in both parts of our experiment. Taxis behavior occurs when the animal is moving toward or away from a stimulus. In order to achieve an accurate result, we keep all variables constant except the independent variables and dependent variables in both parts of the experiment.
  In both parts of the experiment, the pillbugs react in a taxis manner. From the graphs above, the lines show a steady increase or decrease (depends on the variables) For Part one, it shows that the pillbugs prefer the moist choice chamber, while in Part Two, it shows that the pillbugs prefer the high pH level chamber. Despite the trend that a few pillbugs stay in the opposite chamber throughout the experiment, overall, the majority of the pillbugs prefer the moist and high pH level side of the choice chamber, which proves our hypothesis to be correct. Therefore, we can conclude that the pillbugs prefer to live in moist and high pH level environment than dry and low pH level environment. Although the experiment was successful, sources of error might have occurred: 1) we might have mis-counted, or counted too late when the time is up during the experiment. 2) For Part Two, up to two minutes, sadly, one of the pillbugs died. The loss of this one particular pillbug affects our total number of the pillbugs and the constant of the experiment. 3) The filter paper is not completely soaked with vinegar at first, and we change it after we start timing.

CITATION:
"Animal Behavior Chapter 51." Animal Behavior Chapter 51. N.p., n.d. Web. 11 Apr. 2014.

AP Lab 11: Animal Behavior / Experimental Design handout, Kevin Quick, Mar. 2014. 

Dusenbery, David B. (2009). Living at Micro Scale, p. 124. Harvard University Press, Cambridge, Mass. ISBN 978-0-674-03116-6.

Levitis, Daniel; William Z. Lidicker, Jr, Glenn Freund (June 2009). "Behavioural biologists do not agree on what constitutes behaviour". Animal Behaviour (78).

ADDITIONAL INFORMATION:
1. Link to a video explaining this lab and the concepts in introduction http://www.bozemanscience.com/ap-bio-lab-11-animal-behavior/

2. Link to a lab practice
http://www.phschool.com/science/biology_place/labbench/lab11/control.html

This is how we roll! ;)