NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
Biology
Unit 3: Sustainability and
Interdependence
Case Study on Primate Behaviour
Teacher’s Guide
[HIGHER]
The Scottish Qualifications Authority regularly reviews
the arrangements for National Qualifications. Users of
all NQ support materials, whether published by
Learning and Teaching Scotland or others, are
reminded that it is their responsibility to check that the
support materials correspond to the requirements of the
current arrangements.
Acknowledgement
Learning and Teaching Scotland gratefully acknowledges this contribution to the National
Qualifications support programme for Biology.
The publisher gratefully acknowledges permission to use the following sources: two
photographs of Capuchin monkeys, courtesy of Dr M Bowler.
Every effort has been made to trace all the copyright holders but if any have been inadvertently
overlooked, the publishers will be pleased to make the necessary arrangements at the first
opportunity.
© Learning and Teaching Scotland 2011
This resource may be reproduced in whole or in part for educational purposes by educational
establishments in Scotland provided that no profit accrues at any stage.
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Contents
Introduction
4
Resources
6
Exercise 1: Suggested answers
12
Exercise 2: Suggested answers
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CASE STUDY ON PRIMATE BEHAVIOUR
Introduction
Background
The study and observation of primates has been and will continue to be a
fascinating scientific endeavour. Humans are primates, and we share much of
our genetic makeup with our fellow primate the chimpanzee. When we study
non-human primate behaviour we learn a lot about our own origins. This case
study is designed to help teachers guide students through the scientific
process of observing and describing primate behaviour. Through reading,
discussing and evaluating research articles based on observational studies,
students should gain a greater understanding of the science of animal
behaviour.
Materials associated with this case study
(i)
A short introductory video clip describing why we study primate
behaviour.
(ii) Practical – Observing and recording capuchin monkey behaviour from
video footage taken at the Living Links Research Centre at Edinburgh
Zoo.
(iii) Exercise 1 – Research article on capuchin feeding and associated
questions.
(iv) A short video clip describing research on alarm calling in capuchins.
(v) Exercise 2 – Research article on alarm calling and associated questions .
Objectives
In working through this primate behaviour case study, students should be able
to:
(i)
understand the importance of studying primate behaviour
(ii) record observations of primate behaviour individually or collectively
(iii) critically evaluate and discuss the relevance of their findings
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CASE STUDY ON PRIMATE BEHAVIOUR
(iv) read and interpret scientific research articles based on primate
behaviour
(v) present summaries of these articles collectively or individually to their
class.
Thanks
The materials presented here represent work by many individuals and
organisations. Thanks to Dr Michael Dockery from the Association for the
Study of Animal Behaviour (ASAB) for his time, helpful advice and for
providing relevant research articles. Thanks to Professor Andrew Whiten and
Dr Mark Bowler of the University of St Andrews and the Living Links
Research Centre at Edinburgh Zoo for helpful advice and for allowing us to
use their primate behaviour video footage. Thanks to Professor Hannah
Buchannan-Smith of Stirling University for additional resources.
Why observe primates?
The science of behaviour is a complex area. An understanding of how
primates interact within their groups can help us to understand them and their
needs within ecosystems. By doing this we can gain clues as to our own
evolution and learn to understand ourselves better as a species. Through
understanding non-human primate behaviour we gain an insight into how we
can responsibly conserve and manage the wild spaces where these fascinating
animals live. Primates are active, easily recognisable and appealing animals.
Students can observe them in zoos, wildlife parks and schools (!) throughout
Scotland.
Suggested order
The suggested order for this case study is the same as listed in the materials
section above. As with any additional resource it is up to the individual
teacher to pick and choose what they wish to use and how much time is
allocated to each section. Depending on the facilities available, students can
carry out this case study using a classroom whiteboard, a multicomputer
classroom or on a home computer. Sound is needed for video clips A, C, D
and E.
CASE STUDY ON PRIMATE BEHAVIOUR (H, BIOLOGY)
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CASE STUDY ON PRIMATE BEHAVIOUR
Resources
(i)
Video clip A
Why do we study primates?
A very good starting synopsis by Professor Whiten of St Andrews
University (57 seconds)
(ii)
Practical: Part 1 – Observing and recording capuchin behaviour from
video footage.
Video clip B: 15-minute animal behaviour sampling video
Categorising and describing animal behaviour can be difficult. This practical
begins by asking students to record everything they see over a 5-minute
period. This can seem like a long time, but it should give students an
indication of the lengths of time scientists need to collect reliable data.
Questions in the student guide should encourage them to think about what
they are observing. Students should pool the observations they have recorded
and begin to categorise what they see. At this s tage simple observations and
descriptive terms should be used, for example playing, chasing, sitting, etc.
In primate behaviour studies it is important that we do not encourage students
to attribute human qualities to non-humans (anthropomorphism).
Ad lib sampling is used to record field notes in an informal way. It give s a
general overall synopsis of behaviour patterns of a group at a particular time
and place. However, it is difficult for the observer to reliably record
everything that is taking place. The observer can also be biased towards
certain behaviours that attract more attention. It is important that the students
are made aware of how this may affect the reliability of this method. It is a
technique that is usually used in the planning stages of research. It is not a
quantitative technique.
The Living Links Research Centre at Edinburgh Zoo houses capuchin and
squirrel monkeys. Both are seen in this footage. Capuchins are larger and
darker than the smaller, yellow-tinged squirrel monkeys. A key to the visual
signals and behaviours used by both capuchin and squirrel monkeys is
included as pdf 1 and pdf 2 in this case study. These files give detailed
images and explanations of appeasement and display behaviours in both
species. Students may be able to identify some of these behaviours and visual
signals in the 15-minute sampling video. In most cases, the filming is too
distant to reliably observe subtle facial expressions.
The squirrel monkeys in the clip are very interested observers of the
cardboard toys. The astute student may observe that the capuchins seem
determined that they alone will play. Any approach by a squirrel monkey
results in it being quickly chased away. These two primate species coexist in
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the wild and live together at the Living Links Research Centre at Edinburgh
Zoo. Additional information with regard to how these two species interact is
described in video clip E and pdf 1.
Additional resources
pdfs 1, 2 and 3
These are very informative pdfs describing capuchin and squirrel monkey
similarities and differences (pdf 1), and images and descriptions of behaviour
of capuchins (pdf 2) and squirrel monkeys (pdf 3). The pdfs are available to
download by kind permission of Professor H. Buchanan-Smith of Stirling
University and Dr Mark Bowler of St Andrews University.
Additional video clips
Video clip D – co-operative care (information on hierarchy and behaviour)
Video clip E – living together (further information linked to pdf 1 above)
Background information on primates referred to in this case study:
Classification
Chimpanzees
Capuchin
monkeys
Humans
Squirrel
monkeys
Kingdom
Animalia
Animalia
Animalia
Animalia
Phylum
Chordata
Chordata
Chordata
Chordata
Class
Mammalia
Mammalia
Mammalia
Mammalia
Order
Primates
Primates
Primates
Primates
Family
Hominidae
Cebidae
Hominidae
Cebidae
Genus
Pan
Cebus
Homo
Saimiri
Species
Pan
Troglodytes
Cabus apella
Sapiens
Simia
sciureus
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Useful websites
BBC wildlife finder (case
sensitive)
http://www.bbc.co.uk/nature/life/Primate
Excellent images and behaviour
traits
Search under ‘Find Wildlife’ –
enter capuchin
ARKIVE (search ‘All’ –
capuchin)
http://www.arkive.org/
Huge selection of video and
images of capuchins as well as
other primates
Website of the Living Links
Research Centre at Edinburgh
Zoo
http://www.living-links.org/
Website of the Association for
the Study of Animal Behaviour.
Both their education section and
online ‘Feedback’ magazine
have useful animal behaviour
resources for teachers. .
http://asab.nottingham.ac.uk/
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Recognising categories of primate behaviour – some basics
Definitions
Feeding
Obtaining food (liquids or solids) by ingesting from
branches or the ground. Grasping food with forelimbs.
Foraging
Behaviour that is associated with obtaining food (leaves,
fruit, insects) for which the animal must search or hunt.
Gestures
A form of communication that can convey fear,
excitement, anger or confidence. Lip slapping and eyelid
flashes are friendly gestures in capuchin monkeys.
Presentation and mounting behaviour can be used to
diffuse potentially aggressive situations.
Grooming
Repeated stroking of the fur. Grooming is a form of
contact behaviour in which an individual animal looks
after the condition of its own body surface (autogrooming)
or the body of another (allogrooming) by removing dead
skin, dirt, parasites, etc. Allogrooming allows parts of the
body to be reached that are not accessible by
autogrooming. These include parts of the head, chest,
abdomen, back, forelimbs and hindlimbs. Allogrooming is
a common interaction between members of a group and
bonds individuals together (important social function).
Mothers of newborn infants are often groomed in order to
allow others access to the infant. Grooming can signify
appeasement. This means that a dominant individual could
be groomed in order to reduce aggression towards the
groomee. Males groom females for sexual access.
Resting
Remaining inactive either alone or in a group (huddling).
No distinct observable activity. Posture can be associated
with conserving energy; huddling at night can reduce the
surface area available for heat loss. Exposing body surface
can increase the surface area available to absorb warmth
from sunlight. Primates can be vigilant when resting,
ready to react to environmental stimuli.
Moving
Locomation, the way the primate moves. For example
walking on all fours, climbing, chasing, charging, fleeing,
leaping, jumping, scampering.
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(iii) Practical: Part 2
This section of the practical introduces two quantitative sampling techniques ,
focal sampling and scan sampling. Any section of the video footage could be
used and the time intervals taken will depend on the concentration span of
students and class time available. Ideally students would carry out both
techniques.
For scan sampling, the videotape should be paused at pre -determined
intervals to allow data to be collected. Alternatively, data could be collected
without pausing the tape (this is difficult, but the technique is closer to what
happens in research studies). In this case, a named student would make a
noise to indicate when data was to be collect ed at pre-determined time
intervals.
Students should use obviously identifiable categories of behaviour in their
data collection, eg moving, resting, feeding, playing. The students will have
to take care here with regard to the construction of tables, headings and the
behaviours they describe. Sample tables are given in the student guide.
(iv) Practical: Part 3
Students should discuss the data they have collected as a group and be
encouraged to compare the merits of each sampling technique. They should
examine the tables produced by other students in the class, and compare and
contrast each other’s results (peer assessment).
Any additional observations they may have made with regard to behaviours
observed should be discussed. They may have noticed that initially the older
male (Popeye) controls the play area. Eventually, he allows others to play and
withdraws. Toward the end of the clip he can be seen on the ground being
groomed by females carrying babies, while the younger capuchins play very
vigorously; jumping and grasping with their prehensile tails.
Focal sampling: This method of sampling can decrease bias as the observer
focuses entirely on one individual and records all of that individual’s
behaviour over a fixed time period.
Scan sampling: This method gives information with regard to what a group of
individuals is doing at any one time. This is a good way of gaining lots of
information about group dynamics. However, the data collector may be biased
towards behaviours that attract more attention than others.
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Exercise 1 – Research article on capuchin feeding and associated
questions
This article was produced by the Association for the Study of Animal
Behaviour and is based on a research article that was published in the journal
Animal Behaviour. Suggested answers are attached. The article revolves
around the use of grooming as a method of reducing social conflict.
Exercise 2 – Research video clip and article on alarm calls of capuchin
monkeys
Part 1
View video clip C: Capuchins calling. How do capuchin monkeys react to
predators? (1 minute 12 seconds)
This clip was filmed at the Living Links Research Centre at Edinburgh Zoo.
It can be used to show how research in zoos can complement research that
occurs in capuchin monkey habitats in the wild, as recorded in the research
article that follows. In this clip the researcher describes both her work on
alarm calling with capuchins and her experimental setup. Although it is not
possible to distinguish between the different alarm calls given, it does give
the student background information that is relevant to the research article that
follows. In the end the researcher concludes that capuchins have to learn what
their predator is before being able to give a specific alarm call for that
predator. As with human primates, learning takes time and is heavily
influenced by older, experienced members of the group.
Part 2
This article was produced by the Association for the Study of Animal
Behaviour and is based on a research article that was published in the journal
Animal Behaviour. Suggested answers are attached.
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Exercise 1: Suggested answers
Total marks = 18
1.
Advantage: It is easier to carry out observational studies as the monkeys
do not move away from the observers in an indoor –outdoor enclosure.
Scientists can use equipment, such as video cameras, more easily in an
enclosure than in the wild.
Disadvantage: The monkeys may not necessarily show typical/natural
behaviour in an enclosure. Group size in a research centre may not
necessarily be the same as in the wild.
(2)
2.
(a)
So that the data collected in each condition would be comparable .
To keep as many variables constant as possible, the time for the
observation being one variable.
(1)
(b)
12 monkeys were observed and an average of results calculated.
(1)
3.
The time periods of observation when the monkeys were not in either
the pre-feeding or the feeding phase. A period of observation when food
was neither given nor anticipated.
(1)
4.
(a)
1.25 events/hour.
(1)
(b)
There would be competition for the available food.
(1)
5.
There will be no difference in grooming rates between the pre -feeding
condition and the control condition.
(1)
6.
(a)
0.4 grooming events/hour.
(b)
Grooming other monkeys before food is presented may reduce
aggressive acts between the monkeys when the food arrives . If a
monkey was to groom a dominant monkey before food was
presented then the dominant monkey might be less aggressive
towards the grooming monkey when the food was available.
(1)
(1)
7.
A behaviour that is short in duration yet distinctive and different from
other behaviours.
(2)
8.
Some events may be difficult to separate out as different events . Some
aggressive behaviours may be sustained for a considerable time.
(2)
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9.
To curry favour with a dominant monkey. As a means of reducing the
stress in a situation. As a way of coping with expected conflict over
food.
(2)
10.
Zoos may be advised to vary the times of food presentation so a period
of anticipated feeding would not be expected . Zoos might alter the
feeding regime, for example, by providing a little food often instead of
just one presentation. Zoos could split up and hide the food so that the
monkeys would have to search for it.
(2)
Extension
It is often difficult to communicate the fi ndings of research papers to the
general public. Students should be encouraged to keep their presentation
simple, defining key terms, outlining the aims of the study and linking
findings to possible future changes in zoo-keeping practice.
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Exercise 2: Suggested answers
Total marks = 13
1.
Omnivores
2.
(iii) Air
3.
(iii) Terrestrial
4.
For food – to collect for the pet trade. For their fur – for trophies and
souvenirs.
5.
Advantage: They are light to carry. They don’t need an electric socket
because they are battery powered. They are relatively cheap.
6.
They wanted the calls to be made by mature, adult monkeys . Young
monkeys may not have yet learnt the alarm calls . Young monkeys may
give the wrong call. The vocal chords of young monkeys may not be
fully developed.
7.
Can quickly escape from the snake. From the vantage point of a tree it
can keep an eye on where the snake is.
8.
(i)
238 encounters
(ii) Birds
(iii) 34%
9.
Sound signals travel further than visual signals in the forest. Visual
signs are interrupted by the vegetation but sound signals are not . Sound
signals would be effective by day and at night, when visual signals
would be severely reduced in their effectiveness.
10.
Caimans are a particularly threatening predator because they remain
largely hidden in rivers so it benefits all monkeys to know precisely
where a caiman is. All monkeys need to drink and are therefore at risk.
If grabbed by a caiman the monkey is taken under the water , where
escape is unlikely. Monkeys tend to drink water in groups.
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