Small Animal Study
Secondary Education Programme
Staff training Manual
September 2011
© Crown 2006
1
Purpose of this programme
Achievement objectives:
Level 8 Biology
While at Portobello participating in the Small Animal Study programme the students will: Investigate
in science.
The students will develop and carry out investigations that extend their science knowledge, including
developing their understanding of the relationship between investigations and scientific theories and
models.
They will do this by creating their own scientific experiment using crabs and carry out this experiment.
When writing up their lab reports on their experiments they will be learning how to communicate in
science.
The students will use accepted science knowledge, vocabulary, symbols, and conventions when
evaluating accounts of the natural world and consider the wider implications of the methods of
communication and/or representation employed.
While working through this programme the students will:
 Understand the relationship between organisms and their environment.
They will do this through various activities throughout this three-day programme.
This programme relates closely to the NZQA Achievement standard AS 90713 Biology 3.1.
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Programme Preparation
The day before:
Containers. Get out bowls and containers for crab identification/morphology exercises (different
bowls for each species, 40 bowls in total).
 Get staff field jackets with first aid kits.
 Field Gear. Get quadrates and tapes (1 per ever 3-4 students) and take up to seminar room for
preparing shore survey exercise.
 Prepare 2 buckets with Instruments for measuring abiotic factors in shore survey
o Refractometers (zeroed to fresh water near sea temperature, 1 per bucket)
o Paper tissues to clean and dry refractometer between readings
o Thermometers (3/bucket)
o Lux meters (1 per bucket)
o Spirit levels (1 per bucket) and meter rules for slope (2 per bucket)
Collect or check you have samples of intertidal crabs
 About 20 half crabs (Petrolisthes elongatus)
 About 5-6 hairy handed (Hemigrapus crenulatus)
 About 20 common shore crabs (Hemigrapsus sexdentatus)
 About 10-20 smooth shore crabs (Cyclograpus lavauxi)
 Collection of crabs. Half crabs – at low tide under boulders to the east of PML wharf from the
wharf to the small boat moorings (see area E in appendix 1 image). Common Shore crabs – from
PML building along the beach beneath the car park area as far as the first red painted rock (area
D appendix 1 image). Hairy handed crabs – same as common shore crabs. Smooth shore crabs –
any tide time at high tide zone same location as common shore crabs.
 Sufficient crabs collected or in lab holding tanks (approx 12-15 half crabs for each of 80% of class,
about 10-12 common shore crabs for each of 10-15% of the class, e.g. a class of 20 = about 180200 half crabs, 25-40 common shore crabs.
 Seminar room. If the class starts early the next day you will need to prepare boards for notes and
data the day before (see appendix 2)
 Set seminar room up for the size of the group.
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Day 1
Before students arrive
 Write on welcome boards.
 Check bus parking signs.
 Boards. On board in Seminar room write up a summary of the day’s itinerary as in timetable (see
board sample 2). Please note that this board itinerary will vary according to tide times and arrival
time of the group.
 On board draw profile of shore with details of substrate terms (see board sample 3). If class
arrives early for a direct start on shore survey you will also need to draw up details of quick
checks on common intertidal crab species Identification (see board sample 3b).
 On board draw up data collection table for pooling shore survey data (see board note sample 4).
Please note that this table is best done on the board as the multiplier for determining population
density per metre square will vary with the number of student groups surveying the shore and the
final board will need to be printed out to give to the teacher so that all the niche detail is available
to all students.
 Staff. If 2 groups (i.e. 18/19 or more) organise who does what with other staff members, where
and when according to planned itinerary.
 Make sure all staff involved has a copy of appropriate booklet and schedule.
 In lab put out salmon pellets and half crab feeding equipment OR get frozen fish out of freezer for
scraping into samples for feeding of 1/2 crabs.
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When students arrive
 Arrival. Count number of student and adults – record in bookings diary also tell reception.
 Introduce self, centre, toilets, Marine Science Centre.
 Advise safety procedures.
 Go over programme for the day, a quick over view, not detailed (as per board example 2).
 Emphasise the need for getting background that leads to an appropriate, workable investigation.
 Be clear about target for end of day – a sheet of paper with student name, clear hypothesis
(checked and accepted by staff), list of gear and equipment (this is mile stone one).
 Begin scheduled activities.
 Shore survey pool data. See samples of completed seminar room board notes (board note
appendix 3-6), note particularly the introduction of ideas and terms VALIDITY and ethics-in
relation to range of abiotic factors experienced by the animals in their niche (see board notes
appendix 5-6).
 When the pooling the shore data, introduce possible questions and hypothesises which may lead
to a valid shore based investigation. This also allows for an appropriate time to introduce
hypothesis formation. Emphasise that hypothesis formation comes after and as a consequence of
background observation, field data and other reported observations. The link between background
and hypothesis is the focus question and it is helpful to students to start the focus question with
the expression ‘is there a relationship between…..’ Use the 6 point checklist for sound hypothesis
formation is work through with the group using a hypothesis that they come up with.
1. Is it a statement?
2. Does it state the subject (animal species) of the investigation?
3. Does it state clearly the independent variable?
4. Does it state clearly the dependent variable?
5. Does it predict a relationship between independent and dependent variable? Does this
prediction take into account a range of treatments for the independent variable? (i.e. as
…. increases).
6. Can this prediction be sketched as a graph?
 Laboratory sessions. With laboratory introduction to crab responses, practicing hypothesis
forming and translation of hypothesis into a valid and reliable investigation it needs careful
teaching structured with key questions for students to use in developing ideas and design (see
samples of lab board notes). Key aspects are background (e.g. observation, shore survey info,
readings), response relates to survival in the animals niche, relationship between independent
variable and response makes biological sense, sample size (varies with investigation needs and
time restrictions but no less than 10), range and number of treatments (5 or more), confounding
variables (identify, define, measure, record and manage), sources of error and bias (identified and
minimised), acclimation time (minimum of 40 minutes, Dr. Amanda Bates). These latter 6 are all to
do with idea of RELIABILITY of the data. Students should be encouraged to handle crabs careful
with cool wet hands, practice timing various responses, (turnover response of half crab, feeding
response of half crab, re-shelter of common shore crab etc).
 Day 1 review and student investigations. I sometimes use a review diagram that places animal,
niche and investigation into context of year 13 biology as a whole, which also links the
investigation to some key biological concepts (see board sample 5).
 At regroup and review, and before students work on their own hypothesis, draw up a table of as
many investigation options as possible/needed onto board with clear indication of numbers of
students that can be accommodated for each investigation (restrictions of space, equipment (e.g.
water baths), instruments (e.g. dissolved oxygen meter) and available crabs (see board sample
7).
 Students write 2 or 3 questions 2 or 3 hypotheses. They need to get the hypothesis checked and
redo if not satisfactory (see 6 point check list above). When accepted name goes on the board
and the return to write out sheet of paper to hand in (name, hypothesis, equipment).
Homework
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Kite diagrams drawn up from pooled shore survey data (copy board for teacher).
Design of their investigation using one of the experimental design templates in the crab booklet.
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Construct Data tables.
Think about and note probable practical protocols.
If they are doing a shore based investigation they will need to be taken quickly through the
twelfths rule and guided through the template for calculating plot points of a future tidal profile
(appendix 8). They graph this profile for homework and rule in appropriate tide zone boundaries
so as to have 5 tide zones (Low, mid low, mid, mid high, high)
When they have left for the day
 Set up lab with the gear for tomorrow.
 Place their slips of paper with their name and hypothesis around the room in appropriate
locations. Draw map of lab locations and annotate with the names of the students at their
workstations where they will set up (appendix 9).
 Put lots of seaweed (bladder kelp and sea lettuce) in the black drum with lid and fill with water to
get low O2 for next day.
 Containers. Each student needs 2x the number containers as the number of crabs they intend
investigating, except those doing Dissolved Oxygen who need 4x the number of containers as
crabs so they can seal surface of each container of water with cellophane and a container on top.
 Instruments. Even if they have not thought of it place out stop watches, thermometers and lux
meters, lamps, for those that will need them, put out 2 water baths for each person doing
temperature, place buckets around strategically also measuring cylinders and refractometers, if
any left put spare instruments under board on side of lab.
 Set up salinity preparation station, set up food preparation station. Define temperature preparation
area.
 Have other materials that may be needed already available (e.g. rocks, sand).
 If a lot of students are altering temperature fill one or two plastic sacks with ice and place either in
bottom of freezer in NZMSC or in freezer in Aquarium prep or in walk in freezer.
 Large groups. If there is a really big group then it should have been arranged with manager of
PML for use of other spaces and these need to be cleared and set up (possibly with tables and
definitely the same gear and containers as others have) for the next day, such spaces that have
been used are the covered area in front of the ponds, covered area outside hatchery, the “cave” at
back of aquarium and even the garage!
Day 2
Pep talk at start of day on:
In the seminar room students need to be reminded of the key checklist of things to address to
meet Validity and Reliability. (see sample board appendix 6)
A detailed talk on ethics with impact grades explained so information on impact can be
collected from students at the end of the programme for future ethics reporting (see copy of
ppt).
Some other issues that may need to be covered depending on the group
 Collecting animals, where, when with whom, reporting.
 Animal handling and care.
 Sample sites –where, when with whom, practicalities.
For those doing shore based investigation- go over tidal profile drawing using the twelfths rule
(appendix template 8), and any change to predicted profile due to air pressure (1cm for every HaP
above (-) or below(+) 1010 HaP and marking on profile tide zones, then interpolating times to mark
waters edge for particular tide zone contours. Set time to enable them to measure out equal vertical
height bands for comparing tide zones or sampling from on set zone. Those doing shore-based
surveys will need to be directed to specific locations. Effective tidal zone and exposure time on
distribution etc will need to work on the beach past section A (map appendix 1) where there is a
consistent substrate through all tide zones. Those working on effective substrate on distribution will
need to work in sector A and B.
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Put name on board if going to the beach – who, where, when, with, return time.
Emphasise link to niche, reduce errors, and get lots of data, tracking each individual, acclimation
time, time management including the protocol of setting up next treatment before starting trials,
trial 1 record results then crab 1 into next treatment for acclimation and time in recorded so as to
show min of 40 minutes.
Note IN THE LABORATORY: need lots of eyes, arms and legs to get them up set up and running.
Salinity investigators need a tutorial on making up different salinities. Temperature investigators need
a tutorial on setting up water baths and preparing water at different temperatures. Dissolved oxygen
investigators need tutorial on protocol for using the dissolved oxygen meter and setting up their
containers etc. Light investigators need direction as to locations to access desired light intensities.
- Keep checking their design, sample size
- Are they tracking each individual animal between treatments? Data etc.
Only staff can access ice.
Staff need to be up and moving around being proactive about checking student set up and
work and guiding.
Key questions to ask and ways to check:
 Explain your set up here?
 How many animals are you trialling?
 What treatment is this? What s the next treatment?
 What happens to the animal after you test it in this treatment? What are you recording, are you
recording the time it goes into acclimate at the next treatment condition?
 Are you measuring and recording other abiotic factors that may affect the behaviour you are
investigating?
 How long do you wait before you record no response? Does this give you sufficient time to get
through all 5 treatments for all your sample animals?
Things to look out for when guiding students:
 Temperature
o Making up bulk seawater at desired temperature to use for both containers and for water
bath.
o Prepare cold water first as it takes longer than making up warmer water. Take care not to
have a very deep water bath to avoid containers tipping over and crabs moving out.
o Not putting ice in water with crabs as it alters salinity.
o Not letting temperatures go above or below valid and ethical limits.
o Checking salinity, light intensity, dissolved oxygen.
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Salinity
o Checking salinities with refractometer after making up mix.
o Checking refractometer reads zero with fresh water!
o Making up salinities in bulk, measuring and recording dissolved oxygen, temperature and
light intensity.
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Dissolved oxygen
o Protocol for using the DO meter
o How to set up containers with cellophane and another container to reduce oxygen
absorption, taking care to minimise water movement and agitation of low O 2 samples,
setting up bucket with common shore crabs to take O2 below 1mg/L.
o Calculating desired O2 concentration mixes, measuring and recording temperature,
salinity, light intensity.
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Turnover response
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o
Protocol of starting crab upside down (how), timing and when crab is upright and timing
completed, depth of water is sufficient, size of animal.
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Feeding
o The time to respond time, the time for 10 feeding sweeps, the proportion of population
sample responding, making food mix (can be flaked and mashed frozen fish at 0.5gm/50ml
or ground up salmon food pellets at 0.5-1 gm/50mls).
o Consistent- same concentration, consistent -same volume fed, same feeding technique,
same response time cut off point, food is made up in seawater same as the treatment
being fed into (e.g. 45 gm/l salinity means 45 gm/L salinity for food mix).
o Record time of day for each feeding trial and compare responses against tidal profile to
determine if internal biological clock is a factor as confounding variable.
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Kinesis
o Square or circular container?
o Measuring distance per time (cm/minute?) and number of changes of direction.
o Test container set as same conditions as crab treatment eg if temperature then crabs
acclimated to 19oC are tested for kinesis in water at 19oC and this test container is in a
shallow water bath at 19oC to ensure minimum temperature fluctuation.
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Light intensity
o Set and same distress time under cover for every crab before timing response to the light,
light intensities need to represent meaningful environmental conditions (80000 blue clear
sky, 30000+/- overcast, low sun, 5000 heavy overcast, 1000-500 evening, moon, <30
under a rock.
o Need to measure, record and manage temperature.
o Animals need to be held in large containers with good volume of water and the water
changed/refreshed at end of each treatment set of trials (oxygen issues).
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Substrate selection (after disturbance) (in Laboratory)
o Minimum of 4 substrate types, derived from actual substrates in the niche and referenced
to those through measurement, description and photographs.
o Each substrate option of equal area, minimum 20 animals (chi sq teat) do 2 methods 20 in
middle, 20 minutes, count number in each substrate, 5 in each substrate, 20 minutes,
count distribution. Can do trial covered and uncovered. Between each trial the set up
needs to be rotated 90 degrees so each orientation to experimenter and to ambient light
conditions are covered and so do not become bias in the investigation.
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Substrate selection, shore investigations,
o Generally need minimum of 20 sample size (raw number s= chi square test for stats)
o Set time to enable them to measure out equal vertical height bands for comparing tide
zones or sampling from on set zone.
o Use the 1/12th rule to calculate tidal movement
General –keep an eye on how students are handling animals, the protocol of each trial, animals have
water refreshed where appropriate, time management so all animals will complete at least one trial in
each of 5 treatments by end of day. Check acclimation procedures.
Mop floor. Keep checking water flows are on to tanks with animals. You can help also by helping get
crabs for students, being proactive about setting up buckets of cold/ warm water, setting up low
oxygen buckets, mixing extra salinities if needed, guiding light intensity investigators to take
advantage of clear skies and bright light outside.
All students need to be guided to repeat control after completing trials on all treatments (i.e. same
animals same treatment another trial) and if there is time to continue acclimating and doing repeat
measurements, particularly where data sets are very variable.
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Make sure that those crabs have been in feeding experiments are going to a separate tank so that
they will be avoided as feeding experiment crabs the next day.
At end of day
 Students need to check animals are in the right tank, flowing fresh water, cannot escape, run
around etc.
 Their workstation is clean and equipment set for work the next day.
 Review, whole class. At least one representative of each experimental type reports back on
sample size, treatments in order done, confounding variables measured and recorded, repeats
done if any, next days task (with possible minor changes if any). Guidance to aim for a complete
replicate on next day (i.e. new population sample same treatments, same trial protocols, unless a
major anomaly has come up in review) but treatments to be done in a different order (addressing
issues of bias. This is milestone 2.
 Staff access and print out the tidal profile (Port Chalmers) for the day.
 Provide shore study students with fresh template and tide times and heights for the next day so
they can draw tidal profile and calculate tide zone marking times for the next day.
Homework
 If they have time and energy they can start writing up their method, that they actually did, in detail,
draw up data tables for the next day, and even do some preliminary data analysis means maybe.
Day 3
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Arrive at NZMSC.
Work on individual experiments.
Staff need to be up and moving around being proactive about checking student set up and
work and guiding.
Encourage students to tidy up and clean up and put animals away in appropriate tanks.
Review experiments, group feedback based on name, sample size, independent variable,
dependant variable, confounding variables, null hypothesis, hypothesis, ease (0 to easy---10 way
too hard), data (0 useless, not at all reliable---10 extremely reliable, lovely data), impact (ethics
grade A, B, C ). If time allows, and usually it doesn’t, brief consideration of the next stage analysis
with bare bones view of statistical steps and writing the report (see sample board notes appendix
10). This is milestone 3.
Say thank you and good bye.
Clean up lab, return animals to shore (unless they are being used by another group straight
away), and clean up tanks. Instruments collected cleaned and put away. Containers stacked in
same size groupings and put away.
Put up chairs and mats, clear floor for cleaner
Scheduled Activities for day 1
#1 Adaptive Radiation in Crustaceans (25-30 mins p.6-9 booklet)
In the Aquarium. This section is flexible and timing can be managed to fit evolving schedule.
Objective: Students will investigate how variation in body design and function fits a species to its
habitat.
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Work through booklet; look at body forms of a variety of crustacean species. Discuss features,
variations, and advantages of these variations etc.
#2 Morphology of crab (20-30 mins p.10-13 booklet)
can be in the Aquarium foyer using video microscope if there is a large class in 2 groups or in
the Laboratory with animals in front of students
Objective: To examine external structures and sexual dimorphism of the half-crab, Petrolisthes
elongatus.
Work through page 10 pointing out features of the half crab.
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Need:
Samples of half crabs, purple shore and hairy handed crab
Lenses
Small brushes and tweezers
#3 Identification/classification of shore crabs (40-50 mins, p.14-18 booklet)
In Laboratory with live crabs in front of students ,
Objective: to identify four common shore crabs to species level using a dichotomous key.
Discuss the importance of being able to correctly identify an animal.
REMEMBER to handle the animals with care. Introduce crab handling ( wet cool hands , firm but
gentle, at part in key where question “ do all segments have appendages or are there some segments
without appendages” teach them how to hold a half crab and fold back the abdomen .
Bring table 2 for shore study.
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Need
(Example 2) OHP “Quick Guide to the Common Marine Organisms found on the Rocky Shore.”
Laminated ID cards with key on the back.
Crab wheels
Samples of the main species in containers are placed out one species at a time: o Half crab first, spend time having each student take a step in the
dichotomous keys in booklet till it is identified then they fill in table of
identification and the details on page of the 4 illustrated species.
o Common or purple shore crab next give them 6-8 minutes to ID in
pairs
o Smooth and Hairy
#4 Shore study – Distribution of crab species (90mins p.19-21 booklet)
Seminar room, shore and seminar room. This section is critical to all students’ development
of a valid investigation and critical to background they will use in their final report, don’t
compromise on this .If it needs more time then take more time.
Objective: to investigate the ecological niche and distribution of Petrolisthes elongates; and other
intertidal crab species, in the intertidal zone in relation to three other species and the physical
environment. To gather some representative base line abiotic data, to start the process of linking
background and observation to question and hypothesis formation.
Before the beach
 Go through the data collection table provided
 Use board to explain substrate , and size
 Point out need to work as team of 3-4 with 3 data tables per group. 1 table for quadrates 1-6 ,
another table for quadrates 7-12 and another data table for quadrates 13 and more.
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Discuss surveying methods
 Place transect line from low tide to high tide and use your quadrant to take samples every
metre up the line.
 Note which part/corner of quadrant is on the line, keep this the same to avoid bias.
 Crab handling/ethics.
 Substrate type - gravel is size of fingernail, cobble is fist size and a boulder is about the size of
your head.
 Discuss issues of managing the survey and data collection in terms of the weather ( wind?
Rain etc.)
On the beach in groups of 3-4 students collect detailed data identifying crabs, substrate and where
about they are found – sex common shore crabs. Size class of common shore crab. Work quickly
through with each group at start to checking they are doing it correctly.
Then take each group through using instruments to -Measure temperature of sea, under and on top of
a rock, salinity of sea and in a rock pool, slope, and light under and on top of a rock.
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Need
Have a number of large buckets for collecting animals for experimentation.
WEAR JACKETS WITH FIRST AID GEAR
Remember not to sample from “NO TAKE” area.
Measuring tapes – transect line
Quadrates
Laminated rocky shore ID cards
Clipboards
Metre rules & levels
Refractometers
Thermometers
Lux meter
Crab study booklet
Back from the beach
1. Share data. (Do this on photocopy board so you can print out a copy for the teacher and for our
record too.) (Example 3 completed)
2. On the board collect abiotic measures, add possible seasonal intertidal/ and open sea range for
each factor and emphasis these as giving lead to meaningful range of a variable for
investigations. Validity and ethics.
3. Discuss general observations and distribution, substrate relation, size, sex, etc
4. Discuss possible factors that the animal may respond to (give hints of possible investigations)
5. Leads to first hypothesis forming and introduction of the Hypothesis checklist –can also do this in
conjunction with the Niche—Animal conceptual overview diagram.
#5 Reproduction of crabs (10-20 mins, p22-27)
Can go with classification in laboratory in conjunction with doing morphology of underside of
abdomen half crab. OR in aquarium in conjunction with morphology. This section is flexible
and timing can be managed to fit evolving schedule.
Objective: (5a) to investigate the reproductive strategy and life cycle of Petrolisthes elongatus.
(5b) To interpret data regarding the seasonal variations in population dynamics of Petrolisthes
elongatus.
(5a) Identify males and females of P. elongates. At this stage also raise the question as to why they
think there is no difference in abdomen size between the sexes . (Abdomen has evolved another
function besides carrying eggs, what is it? – locomotion/movement/) Examine female crabs in berry –
discuss number of eggs, attachment, stages, planktonic larval stages, and fertilisation method.
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(5b) Use data to look at seasonal variation in sex ratio, seasonal ovigerous females and males with
spermatophores, size and ovigerous females, eggs and size.
Need
 Females with eggs
 Lenses
 Preserved crab larvae
 Microscopes, slides and watch glasses
 Pipettes
 Plankton trawl sample if possible
 They have worksheets
The following activities can all be covered or only 1 or 2 depending on available time BUT it is
essential that what is done takes the students through handling crabs and some data
measurements, considering key aspects of experimental design
Background
Relates to survival of the animal in its niche
Validity of treatments
Makes biological sense
Addresses hypothesis formation again
Translates hypothesis into a viable and reliable investigation with sample size, range and
number of treatments, confounding variables, acclimation time, control, error, bias, time
management and data recording all covered.
#6 Feeding Behaviour (45mins, p28-29)
Objectives: to look at the sensory structures, feeding mechanisms and food preferences in
Petrolisthes elongatus. To practice handling the animals and getting them to feed. To brainstorm
feeding response in relation to variation in the niche and the animals survival as a viable area of
investigation.
Look at what they eat, how it catches its food, times/tides for feeding, abiotic factors that may affect
feeding.
Need
 Lots of half crabs
 Zooplankton
 Phytoplankton
 Frozen fish to flake
 Sharp fish knives and boards
 Electric scales
 Rocks
 Basins/containers
 Pipettes
 Petri dishes/ plastic containers
#7 Common purple shore crab behaviours, including biorhythms (45mins, p30-33)
Objective:
a) To look at the sensory structures, shelter seeking behaviours in the common shore crab. To
brainstorm issues around these responses in relation to measurement and data collection and
variation in the niche and the animals response in terms of survival in its niche and how this might
become a viable investigation.
Discuss the abiotic factors that influence the purple shore crab and its sensory abilities and shelter
seeking behaviour. Design an experiment using time to reshelter and a abiotic factor. If time permits
carry out experiment.
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Need
Lots of common purple shore crabs
Trays
Rocks
Large tray & different substrates
Lights
Watches
Activity wheels
Shore traps
Waders
Alternative
Objective:
b) To look at the recovery response of the half crab when disturbed by being inverted.
Discuss the half crabs sensory and protection behaviours. Design an experiment to test ideas using
a half crab and an abiotic factor e.g turn over rate in different salinities. . To brainstorm turnover
response in relation to variation in the niche and the animals survival and such a relationship as a
viable area of investigation.
#8 Planning formulating questions, developing hypotheses (45-65mins, p34-35)
Draw up board with main options based on limited numbers for particular investigations due
to space and equipment (see appendix 7)
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Appendices
(appendix 1 image)
Collection of Crabs
Beach for shore based tide
zone investigation
Beach for niche survey and
substrate investigations
No take no survey beach for
monitoring impact
Crab collection area (common
shore and smooth)
Half crab collection area
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(appendix 2- board notes)
Year 13: An Investigation into an organism and its
interaction / relationship with its environment
The animal, identification and classification (#3)
The animal, morphology (responses, feeding, turnover, activity) (#2, 6)
The animal and some interactions with its niche. (#4)
Starting to think about:
– Animal handling/ethics.
– Questioning and hypothesis.
The niche, and the animal in its niche.
More animal handling (#7)
- Practice with thinking about experimental design.
Questions  hypothesis  method and protocol (#8)
- Deciding on an investigation
A piece of paper with name, hypothesis and list of equipment
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Appendix 3
Shore profile
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Appendix 3b
Identification of common crabs
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(Appendix 4 Board sample)
Distribution of common shore crabs North Beach, Dunedin Harbour
Quad
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
Half
Crab
0
3.5
1.5
0
2
3
0
0
0
0
0
0
1.5
0.5
0
0
0
0
Hairy
Handed
0.5
0
2
1
1.5
3
2
1.5
4.5
2
2
0.5
1
1.5
0
0
0
0
Common
Shore
0
0
0
0
0
2.5
1
0.5
4
1.5
3
2.5
3
1.5
5
5
1.7
2.4
Smooth
Shore
0
0
0
1
0
0
1.5
1
0
0.5
0.5
1.5
1
2
2
2.5
0.6
3.2
Temperature
Sea = 14.1, 13.3, 14.4, 14.3, 14.1, 13.7, 13.2, 14.5
Above
Below
16
13.4
17.3
13.2
22
11
16.1
13.6
18.7
13.0
13.3
12.3
16.6
12.8
18.6
13.5
Annual
Sea 4oC – 20oC
Intertidal -3oC - 30oC
Salinity
Sea 34,36,38,40,35,39,35,35
Pool 35, 40, 37, 30
Intertidal Range 15-55
Light
Above
Below
75000
170
41100
Dark
66500
13
Heavy overcast = 4-5000
Light overcast = 10-12,000
63000
141
38000
320
19000
2800
Substrate: Boulders = crabs
Combination:
(Appendix 5 Board Sample)
Change and
variation
Niche
Organism
Evolutionary adaptation
- morphology
- physiology
- behavioural
Background (1)
Question (2)
Ecological adaptation
Distribution
responses
Independent
variable (3)
What it can do
Where can it go are
made possible by its
particular
morphology,
physiology and
behavioural habits
Hypothesis (5)
Survival
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Dependant variable (4)
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(Appendix 6 Board sample)
Validity & Reliability
Investigation into an animal and its relationship/ interaction with its ecological niche
Validity: is the test you are doing valid? Does it test what you want to test?
Reliable: is this test going to give reliable data or is it bias?
Validity
 Variation in independent variable treatments are sufficient and meaningful
 Variation in independent variable occurs in the animals niche AND
 The range of treatments are what the animal might be expected to experience in their
natural environment.
 There is a control treatment where relevant.
 Response of the animal to changes in the independent variable makes biological sense.
 The animal response to the independent variable impacts on the survival of the animal in
its niche.
 You identify the animal correctly.
Reliability
 The range of treatments of the independent variable is 4 or more (covering what is
reasonable in the animals niche).
 There is no overlap between the different treatments.
 Acclimation time for each animal in each treatment is a minimum of 40minutes where
relevant (turnover, feeding, kinesis responses, in variable temperatures, salinity, oxygen
concentrations etc.)
 Confounding variables are:
a) Identified and defined
b) Measured and recorded
c) Managed as needed
 Sample size is the maximum that time, space and resources allow (dependent on
investigation).
 Sources of error identified and minimised:
a) Animal identification
b) Timing
c) Instrument use
 Sources of bias identified and minimised:
a) Animal handling
b) Order of treatment
c) Timing in relation to tides
 Protocols for each trial is defined and kept the same for each animal in each trial.
 Where relevant and possible (in laboratory) individual animals are tested and recorded in
each trial as a unique individual.
 Data is recorded accurately and retrievably as you proceed.
 Repeat or replicate.
Ethics
 Treatments are with in the range animal might be expected to experience in its niche
 Responses allow for expression of the animals natural behaviours
 Care is taken to maintain sufficient water, O2, etc where experiment allows
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
Animals are transferred to appropriate holding tanks at the end of each day.
Before you start
1. Is there a clear prediction in you hypothesis?
2. Is the range of treatments of the independent variable is 4 or more (covering what is
reasonable to expect in the animals niche)?
3. Does the range of treatments of independent variable make sense in terms of the animal
and its niche?
4. Is the sample size (total n = individuals, n = quadrates) as large as possible with in the
time and space available?
5. Can you track and record series of responses for individual animals?
6. Are you recording sufficient accurate quantitative data that records the dependent
variable?
7. Have you identified, reduced effect of measure, record and managed other variables that
may affect what is being measured?
8. Have you got a procedure and protocol that is designed to reduce other sources of error
or bias?
9. Are you recording problems, solutions and altered details as you proceed?
10. Are you recording general observations of the animals?
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(Appendix 7 board sample)
Possible investigations
Names
Number Independent
of
of
Variable
Students Students
Dependent variable
Crab
Location
Species
Either
Purple
shore or
smooth
shore
Purple
shore
Purple
shore or
Smooth
shore
crab in
winter/
neap
tides
Purple
shore
Either
Shore
Lab
Lab
3-4
Substrate
Population density
3-4
Tidal zone
Gender ratio
3-4
Tidal zone
Population density
1-2
Tidal Zone
Size
1-2
3
Availability/distance Time to re-shelter
of shelter
Salinity
Feeding
4-6
Salinity
Turn-over response
2
Salinity
Activity/ kinesis
2-3
Temperature
Feeding
3-4
Temperature
Turnover response
1-2
Temperature
Activity/ kinesis
1-2
Dissolved O2
Feeding
2-3
Dissolved O2
Turnover response
1-2
Dissolved O2
Activity/ kinesis
2-3
Food types
Feeding
1-2
Light
Feeding
2-3
common
shore
crab
3-4 half
crab
1-2
Light
Time to reshelter
Half
Crab
Half
Crab
Half
Crab
Half
crab
Half
crab
Half
crab
Half
Crab
Half
crab
Half
Crab
Half
crab
Half
crab
Either
Substrate
Preference
Either
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Shore
Shore
Shore
Shore/lab
Lab
Lab
Lab
Lab
Lab
Lab
Lab
Lab
Lab
Lab
Lab
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1
Salinity
1
Temperature
1-2
Salinity
1-2
Temperature
2-3
Depth of Water
Purple
shore or
smooth
shore
O2 consumption
Purple
shore
O2 consumption
Purple
Shore
Weight
Purple
change/osmoregulation Shore
Time to reshelter
Purple
or half
crab
Turn over response
Half
crab
Lab
Lab
Lab
Lab
Lab
Maximum = 66
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(Appendix 8)
How to predict tides
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(Appendix 9)
Laboratory Set Up
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(Appendix 10)
Conclusion
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Example Crab Programme Itinerary
Small Animal Study
Prepared for, Hayley Davies and Lynley Johnson
School: Waitaki Girls High
Date: Saturday 9th Sunday 10th and Monday 11th April 2011
Saturday 9th April
11:00
Arrive at NZ Marine Studies Centre.
am
Seminar Room: welcome
Introduction to facilities
Overview of program
11:15
Laboratory
am
Investigation#3 -Classification of shore crabs
Investigation #2 morphology of crabs and
12 am
Lunch
Investigation#1 –Adaptive radiation in Crustacea
12:30
Investigation #5 reproduction of crabs
pm
1:15 pm Seminar room The intertidal environment, preparation for shore survey teams
of 3 or 4
1:30 pm Seashore: Investigation #4 Distribution of shore crabs
-Low tide of 0.5 m at 1:32 pm
-Collect crabs for investigations if needed
2:30 pm Seminar Room: - pooling and discussion of data collected
- Abiotic and biotic features of the intertidal environment
- Initiating thoughts on possible investigations
- Some potential questions and hypotheses
The essential connection between Niche –animal and your investigation
3:00 pm Afternoon tea
3:15 pm Laboratory -Investigation #6 Feeding behaviour in half crabs
Handling and caring for crabs/bioethics
Formulating hypotheses, designing an investigation
Issues of acclimation time in methodology
Investigation #7- protective responses of intertidal crabs,
Shelter seeking, and other responses
Issues of validity and reliability
Practice data collection
4:30 pm Seminar room - review the day
Milestone one meeting- formulating questions and hypotheses (ideas,
opportunities, and options)
Thinking about milestone two, (method)
Deciding on an investigation to pursue
Question, hypothesis, list of equipment needed for the next day to be
submitted on a piece of paper with your name before leaving
5:30 pm Depart NZMSC
Sunday 10th April
9:30 am Arrive at NZ Marine Studies Centre
Setting the scene for the day
9:40 am Work on individual investigations
(Low tide of 0.5m at 2:26 pm)
1:00 pm Lunch to fit in with experiments
5:30 pm Depart NZMSC
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Monday 11th April
9:30 am Arrive at NZ Marine Studies Centre
Work on individual investigations
(Low tide of 0.5m at 3:22 pm)
12:00
Lunch to fit in with investigations
2:45 pm Tidy and clean-up
3:00 pm Review of work and results. Wrap-up
3:30 pm Depart NZMSC
Notes
Cost – based on $4/student/first hour, $3/student/subsequent hour
18.5 hours = $56.50 (EXCLUSIVE GST) per student
Worksheets – Teachers please arrange to photocopy the worksheets for each student.
Students should bring – clipboard, notebook, graph paper, pencils, pens, pens, ruler and a
calculator. Large clear plastic bags (big enough for clip board) are useful to keep field notes dry.
Food – please bring packed lunches and any food required for tea breaks; a lunchroom and kitchen
are available. We are able to supply mugs and hot water. You will need to supply your own tea,
coffee, milk and sugar.
Appropriate clothing – warm outdoor clothing, wet weather gear and boots are needed as we will be
doing fieldwork when scheduled (even if it is raining!) Sturdy footwear, that can get wet, is necessary
for the shore work and it is essential that students do not wear open-toed footwear in the
laboratory
Teacher Evaluations – give out evaluations for teacher to fill out and hand back in.
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Achievement objectives – Level Eight Science
Nature of science
Students will:
Understanding about science

Understand that scientists have an obligation to connect their new ideas to current and
historical scientific knowledge and to present their findings for peer review and debate.
Investigating in science

Develop and carry out investigations that extend their science knowledge, including
developing their understanding of the relationship between investigations and scientific
theories and models.
Communicating in science

Use accepted science knowledge, vocabulary, symbols, and conventions when evaluating
accounts of the natural world and consider the wider implications of the methods of
communication and/or representation employed.
Participating and contributing

Use relevant information to develop a coherent understanding of socio-scientific issues
that concern them, to identify possible responses at both personal and societal levels.
Living world
Students will:
Life processes, ecology, and evolution


Understand the relationship between organisms and their environment.
Explore the evolutionary processes that have resulted in the diversity of life on Earth
and appreciate the place and impact of humans within these processes.
Understand how humans manipulate the transfer of genetic information from one generation
to the next and make informed judgments about the social, ethical, and biological implications
relating to this manipulation.
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NCEA Level 3 BIOLOGY
Ecological Niche Investigation
TOPIC
TIME
Ecological Niche Investigation
12-15 hours class time.
Achievement Objective
Biology in the NZ Curriculum
ACHIEVEMENT OBJECTIVES
8.1 (b)
Investigate an aspect of the ecological niche of an organism.
Achievement Standard
Biology AS90713 version 2
Achievement
 Carry out a practical biological
investigation into an aspect of an
organism’s ecological niche with
guidance.
 Present a report on the investigation.
Carry out a practical biological investigation into an aspect of an
organism’s ecological niche with guidance.
Achievement with Merit
Achievement with Excellence
 Carry out a quality biological investigation  Carry out a quality biological investigation
into an aspect of an organism’s ecological
into an aspect of an organism’s ecological
niche with guidance.
niche with guidance.
 Present a report, with a discussion, on
 Present a report, with a comprehensive
the investigation.
discussion, on the investigation.
4 Credits
Refer to the Explanatory notes and Assessment Specifications for more detail about this standard
WE WILL COVER THESE PRIOR KNOWLEDGE AND SKILLS IN THE FIRST DAY OF THE PROGRAMME AT THE MARINE CENTRE
Prior Knowledge and Skills needed for students to be able to carry out an investigation at Level 8 of the curriculum
Describe the ecological niche of an organism.
Develop and write a testable question or hypothesis.
Develop a fair test, including establishing appropriate dependent variable, independent variable and control of other factors.
Are able to use a range of data collection techniques e.g. use sampling techniques.
Determining whether sufficient trials have been carried out.
Recording data systematically i.e. stand alone, processing data appropriately.
Use processed data to describe trend/ pattern.
Relating the findings to the purpose of the investigation and discussing the experimental results in terms of biological concepts.
Evaluating the method in terms of validity and limitations.
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CORE KNOWLEDGE
Demonstrated by…
Students will be expected to utilise the core knowledge outlined in the statements below to carry out a practical investigation
into an aspect of an organism’s ecological niche.
1
2
3
Describe the ecological niche of an
organism.
Develop a statement of purpose that relates
the ecological niche of the organism.
Design a method for a fair test or a pattern
seeking investigation that will enable the
collection of valid data.
4
Collect, record and process data relevant to
the purpose of the investigation.
5
Interpret the processed data and write a
valid conclusion that is relevant to the
purpose of the investigation.
Discuss the significance of the results in
relation to the niche of the organism.
6
7
Evaluate the validity of the conclusion and
the reliability of the data collected.
© Crown 2006
Description gives characteristics of habitat, biotic and abiotic factors, adaptations, mode of
life.
Development of a relevant aim, question, prediction or hypothesis that is linked to the niche
and is testable.
The method for a fair test should describe:
 A valid range for the independent variable and appropriate intervals between values of
the independent variable to allow a valid trend to be identified.
 Valid measuring of the dependent variable.
 Controlling and monitoring other key variables that will impact on the results.
 Determining whether sufficient data has been collected e.g. repeated measurements,
controls.
The method for a pattern seeking investigation should describe:
 The valid collection of data and the range of data/samples to be made.
 Controlling and monitoring other key variables that will impact on the results.
 The recording of the data is systematic i.e. someone else can process that data
 The processing of data can include calculations or graphing. It should be appropriate to
the type of data collected and should be stand-alone i.e. can be understood without
reference to the method used.
 Describing a trend, pattern or relationships (or lack of) in the processed data
 Relating the findings to the purpose of the investigation.
Discuss the biological significance of the results and how they relate to the
ecological niche of the organism and relevant scientific information. If the results do
not support known biological facts or theories, the discrepancy is discussed.
Evaluation is:
either: Analysing the reliability of the data collected. You could consider such things as
how sources of error were eliminated, how limitations were overcome and/or how
the effects of bias were reduced, an outline of the assumptions that were made in
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the investigation.
Using statistical analysis to establish validity of your conclusion drawn from the data.
E.g. mean standard deviation, confidence intervals, standard error or other
appropriate tests.
All sources cited (referred to) in the text of your report should be listed in full.
or :
8
Compile a reference list.
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GUIDANCE – What does this mean for teachers? Our staff will
cover all these but the ones in red are areas you can either
introduce before coming or take a greater role in while here.
1
Formative investigations should be carried out in groups to
teach the skills needed to meet the criteria.
2
A list of suggested organisms for investigation could include:

Mud crabs (with Animal ethics approval)

Slaters (woodlice)

Earthworms

Brine shrimp, rock pool shrimps, freshwater shrimp or
Artemia

Duckweed

Mangrove

Micro-organisms such as green algae, Aspergillus

Lupins

Gorse

Clover

Tomato

Manuka
3
Instructions on meeting the requirements of the Animal Ethics
requirements.
4
There are two versions on TKI that can be used, Bio/3/1 - A is a
fair test and Bio/3/1 - B is pattern seeking. Students need to be
directed to either one or the other (During the planning phases
on day one of the programmme at NZMSC). They can choose
after they have completed Task 1: Selecting an aspect of the
ecological niche to investigate.
5
A list of equipment that will be available.
6
Setting milestones to assist the student with time management
(failure to meet interim deadlines should not preclude a student
from achieving the standard) and to help establish authenticity.
7
Students need the opportunity to make changes to their ideas
and method as they work through the investigation. They need
to trial their ideas before developing their method. They should
record these in their notebook and may make use of them as
part of their evaluation. Students should modify their plan
(where feasible) if they recognize that the data they collected
may not be reliable. This may form part of their evaluation.
8
Ensuring that the student has designed an investigation that is
at Level 8 from the curriculum i.e. that takes the student above
the level of e.g. simple germination experiments, simple choice
chambers, investigating factors not related to the niche or not
relating them to the niche. The level of skills and thinking needs
to be at a higher level e.g. the use of dry, damp, and wet for the
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dependent variable is not suitable at Level 8. The key variables
need to be measured precisely e.g. millilitres rather than cups,
the concentration of the solutions should be calculated.
9
The aspect of the niche being investigated needs to be relevant
to the organism being studied, rather than an environmental
factor generic to the wider group e.g. all plants.
10
In the introduction to the report the students should focus on the
aspect being investigated and why it is significant to the way of
life of the organism, which may include relevant adaptations.
The information for the introduction may come from both
primary and secondary sources. Such sites as INNZ on the TKI
site is a well organised resource.
11
Suggesting a suitable format of the final report, including layout
and length.
12
The statistical analysis may be placed in the data processing
part of the report but the results of the statistical analysis are
used in the discussion of the validity of the conclusion. Some
forms of statistical analysis can also be used to determine the
trend e.g. regression analysis.
13
Conferencing with the students during the planning and carrying
out of the investigation by asking the student questions such as:
(a)
How does your aim or hypothesis relate to the ecological
niche of your organism? or even “What is the niche of the
organism?” e.g. selecting foods that are not present in the
niche of the chosen organism would not be appropriate
(b)
Does the background observations lead to and support the
hypothesis and make reasonable biological sense.
(c)
Is your hypothesis testable? E.g. do snails prefer different
seasons is not testable.
(d)
Will your planned investigation produce the type of data that
will allow you to meet the criteria?
(e)
Does the range of the independent variable relate to the niche
of the organism? e.g. temperature range of 200C, 400C, 600C
and 800C when the habitat range is 00C to 400C is not a
relevant range.
(f)
Is the investigation valid and can the investigation be related
to a key biological concept?
(g)
What other key environmental factors might influence the
outcome of the investigation? (confounding variables)E.g. in a
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plant investigation on light intensity the student should control
and measure the variables of temperature and moisture
levels.
(h)
How does measurement of the dependent variable relate to
the aim of the investigation? Will it give you reliable data? i.e.
dry mass of plant rather than height as a measure of growth.
(i)
How are you going to record your raw data?
(j)
Is the investigation methodology include protocols that
address issues of reliability of data? eg identifying, monitoring
and managing confounding variables, sufficient acclimation
time, identifying and minimising sources of error and bias.
(k)
Have you recorded all the information that is needed for
someone else to be able to interpret your results?
(l)
Will your method produce enough data to identify a trend or
lack of a trend?
(m) How could you determine whether sufficient data has been
collected?
(n)
Does the trend identified relate to the original aim/hypothesis
of the investigation or does a new hypothesis need to be
stated as a result of the investigation?
(o)
How is the trend/ no trend related to the survival of the
organism in its niche?
(p)
How can you justify that the organism is in fact responding to
your independent variable and not to other factors?
(q)
Which statistical test will you apply to your data to validate the
conclusion?
(r)
What references , articles. Papers, text, data sets, other
investigation results can you use to aid interpretation and
disscussion of your methodology and results
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