Essential Biology E3 Innate and Learned Behaviour
Due Date:
Candidate Number: 002171-
Student Name:
Blog resource:
http://tinyurl.com/4zwolm7
Click4Biology: http://click4biology.info/c4b/E/E3.htm
Cite all sources using the CSE method (or ISO 690 Numerical in Word). The first example has been done for you.
Highlight all objective 1 command terms in yellow and complete these before class. Highlight all objective 2 and 3
command terms in green – these will be part of the discussions in class. After class, go back and review them.
1. Distinguish between innate and learned behaviour:
Basis/ foundation?
Innate
Learned
Genetic (predetermined)
Based on experience. (1)
Modification by the individual?
Variation within population?
Effect of environment
Effect of natural selection
Human examples
Non-human examples
2. TOK and Biology: To what extent are human behaviours innate or the product of learning?
Watch the video clip on Facial Expressions from the California Academy of Sciences:
(http://www.youtube.com/watch?v=5G6ZR5lJgTI)
a. What was the research question of the investigation?
b. What is the effect of the observer on lab-based studies of behaviour?
c. Why did the blind Olympians provide a good model for research?
d. What conclusions could be drawn in the study? Why?
Stephen Taylor
Bandung International School
http://sciencevideos.wordpress.com
Essential Biology E3 Innate and Learned Behaviour
Due Date:
Candidate Number: 002171-
Student Name:
3. Outline taxis and kinesis as examples of innate behaviours:
Taxis
Definition:
Kinesis
Definition:
Positive:
Negative:
Positive:
Negative:
Phototaxis
Chemotaxis
Thermotaxis
Orthokinesis
Klinokinesis
e.g.
e.g.
e.g.
e.g.
e.g.
4. Outline an investigation into orthokinesis and klinokinesis of Porcello scaber (woodlouse).
Independent variable:
Dependent variable –
Orthokinesis:
Klinokinesis:
Controlled variables:
Method for collecting sufficient relevant data:
Stephen Taylor
Bandung International School
http://sciencevideos.wordpress.com
Essential Biology E3 Innate and Learned Behaviour
Student Name:
Due Date:
Candidate Number: 002171-
5. The images below show the results of an investigation into orthokinesis and klinokinesis in
P. scaber.
a. Calculate klinokinetic and orthokinetic values for each environment.
b. Compare data collected from the cold and warm environments.
c. Conclude on your results in terms of survival and reproduction.
6. Explain how innate behaviours are the product of natural selection.
Stephen Taylor
Bandung International School
http://sciencevideos.wordpress.com
Essential Biology E3 Innate and Learned Behaviour
Student Name:
Due Date:
Candidate Number: 002171-
7. Define learning.
8. Discuss how the process of learning can improve chances of survival, with reference to nonhuman examples.
9. Distinguish between these methods of associative learning:
Classical conditioning
Operant conditioning
Imprinting
10. Outline Pavlov’s experiments into classical conditioning, with reference to the terms
unconditioned stimulus, conditioned stimulus, unconditioned response and conditioned
response.
Stephen Taylor
Bandung International School
http://sciencevideos.wordpress.com
Essential Biology E3 Innate and Learned Behaviour
Student Name:
Due Date:
Candidate Number: 002171-
11. Birdsong is in part innate and in part learned behaviour.
a. Outline the function of birdsong with regard to sexual selection.
b. Distinguish between the innate and learned components of birdsong development.
Innate (template song)
Learned
c. Explain how imprinting is vital in the learned part of birdsong development.
d. Birds raised in captivity are not exposed to adult songs or regional dialects of their own
songs. Explain why they will not be reproductively successful if released into the wild.
e. Suggest methods by which captive-reared birds might acquire fully-formed, regional
adult birdsongs with help from their human keepers.
Stephen Taylor
Bandung International School
http://sciencevideos.wordpress.com
Essential Biology E3 Innate and Learned Behaviour
Student Name:
Due Date:
Candidate Number: 002171-
Questions 12 and 13 taken from the QuestionBank CD Rom.
12. Banded wrens (Thryothorus pleurostictus) are known to sing actively in defence of their
territories during the breeding season. Males possess over twenty different song-types.
When two males approach each other near a boundary they engage in counter-singing
and some song-types will be shared. The following diagram shows the pattern of songtypes used during an interaction between two males at their territorial boundary in the
Guanacaste Conservation Area, Costa Rica. The arrows indicate when both males sang
identical song-types in succession. The interaction ended without a fight when the males
retreated from the boundary.
G
F
E
bird I
bird J
D
Song-type
C
B
A
Birds approach
Time / 1 song every 11 seconds
Birds retreat
a. Identify which song-types are shared between both males.
.........................................................................................................................................
(2)
b.
Describe the changes in the song-type pattern during the entire interaction.
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
(2)
c.
Deduce how a male banded wren can communicate aggressive behaviour.
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
(2)
(Total 6 marks)
Stephen Taylor
Bandung International School
http://sciencevideos.wordpress.com
Essential Biology E3 Innate and Learned Behaviour
Due Date:
Candidate Number: 002171-
Student Name:
13. Two groups of 15 rats were trained to escape from an electric shock that was applied
to one compartment of their cages. For one group (labelled EscD) the shock coincided
with switching off the light, resulting in darkness in that compartment. The training
was repeated for five sessions. The graphs below show the mean results for the two
groups.
Group Esc
Group EscD
3.0
3.0
2.5
2.5
2.0
2.0
Escape 1.5
times / s
1.0
1.5
0.5
0.5
1.0
0.0
0.0
1
2
3
Session
4
5
1
2
3
Session
4
5
[Source: K. Zielinski and Savonenko, (2000), Acta Neurobiol. Exp, 60, pages 457-465]
(a)
(i)
Calculate the difference in escape times in session 1 between the two groups.
...............................................................................................................................
...............................................................................................................................
(1)
(ii)
Suggest a reason for the difference.
...............................................................................................................................
...............................................................................................................................
(1)
(b)
(i)
Compare the changes in escape times over the five sessions between the two
groups.
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
(2)
Stephen Taylor
Bandung International School
http://sciencevideos.wordpress.com
Essential Biology E3 Innate and Learned Behaviour
Student Name:
(ii)
Due Date:
Candidate Number: 002171-
Deduce, giving a reason, which group shows more evidence of learned
behaviour.
...............................................................................................................................
...............................................................................................................................
(1)
(c)
If the researchers were to continue their experiments with the group Esc and apply
the same experimental conditions as for the group EscD, predict what would happen
to the escape times for the group Esc.
.........................................................................................................................................
.........................................................................................................................................
(1)
(Total 6 marks)
Extension
Further reading:
Find out about the genes responsible for human language development (search FOXP2). What
characteristics do we share with our animal ancestors?
Thinking:
How have behavioural theories shaped education and learning and how have they been used and
abused throughout history? (Lorenz, famous for imprinting theory, was a member of the Nazis).
Do historical behavioural studies push the boundaries of modern ethics?
Stephen Taylor
Bandung International School
http://sciencevideos.wordpress.com
Essential Biology E3 Innate and Learned Behaviour
Due Date:
Candidate Number: 002171-
Student Name:
Works Cited
1. Taylor, Stephen. Innate and Learned Behaviour (presentation). Science Video Resources. [Online]
Wordpress, 2010. http://sciencevideos.wordpress.com.
2. Allott, Andrew. IB Study Guide: Biology for the IB Diploma. s.l. : Oxford University Press, 2007. 978-019-915143-1.
3. Mindorff, D and Allott, A. Biology Course Companion. Oxford : Oxford University Press, 2007. 978099151240.
4. Clegg, CJ. Biology for the IB Diploma. London : Hodder Murray, 2007. 978-0340926529.
5. Campbell N., Reece J., Taylor M., Simon. E. Biology Concepts and Connections. San Fransisco :
Pearson Benjamin Cummings, 2006. 0-8053-7160-5.
6. Burrell, John. Click4Biology. [Online] 2010. http://click4biology.info/.
7. IBO. Biology Subject Guide. [Online] 2007. http://xmltwo.ibo.org/publications/migrated/productionapp2.ibo.org/publication/7/part/2/chapter/1.html.
Self Assessment:
Essential Biology
Criterion
Presentation &
Organisation
Academic
Honesty
Objective 1
understanding
Objective 2
understanding
Objective3
understanding
Logic, notation,
mathematical
working
Further research
Assessment
Complete (2)
Partially complete (1)
NA
Complete and neat. All command terms
highlighted, tables and diagrams well presented.
Self
Sources cited using the CSE (ISO 690 numerical)
method, with Works Cited section complete and
correct.
All answers for the following command terms
Most answers for the following command terms
correct:
correct:
Define
Draw
Label
List
Measure State
Most answers for the following command terms
All answers for the following command terms correct:
correct:
Annotate Apply
Calculate Describe Distinguish Estimate Identify
Outline
Most answers for the following command terms
All answers for the following command terms correct:
correct:
Analyse Comment Compare Construct Deduce Derive Design Determine Discuss
Evaluate
Explain Predict
Show Solve
Sketch Suggest
Answers are presented in a logical and concise
manner. SI units used most times, with correct
NA
unit symbols and definitions of terms. All
mathematical working shown.
Evidence is apparent of research and reading
beyond the textbook and presentations to find
correct answers to challenging questions. If any
NA
questions are unanswered, this criterion scores
zero.
NA
Total (max 10):
Stephen Taylor
Bandung International School
http://sciencevideos.wordpress.com
MrT