Animal Behavior Lab: Pill Bugs

 

Abstract: In this lab, we wanted to observe the behavior of pill bugs or "rollie pollies." To do so, we setup three different experiments. In each of these experiments, one chamber was a control and the other was the dependent variable. In each of the experiments, we tested one of the five senses (touch, taste, smell...). experiment one proved that the pill bugs enjoy a more wet environment. The second experiment proved that the pill bug is sensitive to strong odors and would prefer to move away from the center of the smell. The third experiment proved that the pill bug doesn't feel uncomfortable in a colder environment.

 

 

Introduction:  Animal behavior is how an animal interacts with its environment.  This behavior can be triggered by a stimulus, taught by a parent, or an instinct that doesn't have to be learned. The first experiment involves testing a if the pill bugs prefer a wet or dry environment. The second experiment tests if the pill bugs prefer an environment with a strong odor. The third experiment tests if a pill bug prefers a cold or warm environment. For each experiment, we posed a proximate question. This means that we a questioning the reaction to an external stimulus or an internal mechanism of an organism. Here's and example: How will a pigeon react to the sound of an eagles call? Another type of question you can ask about behavior is an ultimate question. Ultimate questions ask about an organisms relationship with evolution (natural selection, survival). We are also testing taxis  movement behaviors. Taxis movement is when an organism either moves towards or away from a stimulus. An example is when algae moves towards sunlight so it can complete photosynthesis.  The opposite is kinesis, an organisms movement in response to a stimulus but it does not have a specific direction and or is random.

 

 

 

Hypotheses: 

1.) If pill bugs are exposed to a wet and dry environment, then they will likely move to the wet environment because they have gills that help them breathe.

 

2.) If pill bugs are exposed to a strong odor, then they will move away from the odor because they have a effective sense of smell

 

3.) If pill bugs are exposed to a warm and cold environment, they will prefer the colder one because they usually live under rocks or in the shade.

 

 

Materials: 

- 10 pill bugs

- two platforms with 2 different chambers

- timer

- data sheet

- ammonia

- ice pack

- water

- paper filter

- cover for chambers (only used for the first and second experiment)

 

Procedure:

 

First Experiment-

1. put down paper filter in each chamber

2. drop water on one side and keep the other dry

3. put in pill bugs

4. cover with a paper

5. record data every 30 seconds

 

Second Experiment-

1. put down paper filter in each chamber

2. pour water on one side and ammonia on the other

3. put in pill bugs

4. cover with a paper

5. record data every 30 seconds

 

Third Experiment-

1. put down paper filter in each chamber

2.  put an icepack under one side and stabilize the other, making sure the platform is level

3. put in pill bugs

4. record data every 30 seconds

 

 

 

 

 

 

 

 

(FYI: I tried to do a scatter plot graph but the green line did not show up well)

 

 

Conclusion: In these experiments, we explored the different aspects of behavior of the pill bug when its put into different environments. My hypothesis for the first experiment was correct, shown by the data tables. The pill bugs did prefer to be in a moist environment. This response is a classical conditioning response because the pill bugs are responding to the stimulus of their environment. the opposite is operant conditioning that are learned by enforcement, punishment, or reward. This movement can also be considered a Fixed Action Pattern.


Example of a Fixed Action Pattern

A Fixed Action Pattern (FAP) will continue until it is completed by the organism. The pill bugs will continue to move until they reach the wet chamber in the experiment. My second hypothesis was also correct because the pill bugs did stay in the control chamber with only water. This is also a classical conditioning response because the bugs tended to move away from the ammonia chamber on the platform. This is also a FAP because the bugs continued to move away from the ammonia chamber. My final hypothesis was also supported by the data we collected because the majority of the pill bugs didn't avoid the colder chamber. Again, we see the classical condition response because the pill bugs migrated toward the colder chamber on the platform. This movement pattern could be the result of imprinting.

Imprinting is how younger animals tend to follow a parent. Additionally, it means that an animal has learned to recognize an object, individual, or location without the presence of reward. An example of a imprinting is how mother goose imprints on their gosling in order to encourage them to follow and learn quickly how to behave. One aspect of error could be that the platform might not have been touching the icepack completely. Another could have been that some water was left in the chamber after we cleaned the platform between experiments.

 

 

 

 

 

 

 



Last week an test # 8

Last we we mainly went over the immune system by answering a quiz. Check my last post if you want to see what I wrote. The quiz covered:

-non-specific immunity 

This is our bodies diet defense against "invaders" It attacks anything that isn't us.  (Anything that has a different cell receptor) 

- chemical barriers 

- skin

- inflammation 

- histamines 

Above is a depiction o inflammation and histamines being released into the body. They send signals to the brain to dial ate your capillaries, bring more fluid to the infected area.

- antigens 

- macrophages/phagocytes 

A macrophage is a type of phagocyte that desolves antigens by using its lysosomes. 

- helper T cells

These cells pass on the antigens information to the B cells which then create antibodies specifically for that antigen. The antibodies mark the antigen so that the killer T cell can find it more easily and destroy it. 

- killer T cells 

- memory B cells 

- plasma cells (create antibodies) 

- cell receptors 

Above, I only gave a summary of some of the topics covered, check my immune system quiz for a more in depth answer.

Then we had the test the next class so I have nothing to report for that day.

If you want to Lear more about allergies and why your body responds to different foods and chemicals, click this link: 

http://www.histamine-intolerance.info/#sthash.rFzrozoR.LDMRbZxK.dpbs

Immune System Quiz!!!

 

Quiz-
Intro: first of all, the immune system is what protects us from infections. The immune system has two major branches: Innate (non-specific) and adaptive (specific).

Question 1.)
The elements for this part of the immune system are anatomical barriers, secretory molecules, and cellular components. This response only recognizes an antigen but not what type of antigen it is. Our  barriers are our skin and internal epithelial layers, movement of intestine, and Broncho-Pulmonary cilia . Our skin has a very low ph making it hard for bacteria to live there. It also has other bacteria (normal flora) and chemicals that can push "invaders" out of the way. Stomach acid also acts as a "fighter of invaders" because of its high ph scale.

If the invader gets through our skin (a cut or scratch) then we have a response called inflammation. When the infection swells, heat is increases and we send in macrophage. The phagocyte will engulf the antigen and the lysosomes inside the macrophage will dissolve the antigen. Some parts of the antigen will form an major histocompatibility complex (MHC) type two. This will then be presented on the outer membrane of the phagocyte. This will help with the specific response of our immune system.

 A phagocyte can determine which cells are antigens by the cell's receptors. The most common phagocyte is the neutrophils, which are known for being fast and abundant. others phagocytes are macrophages and dendritic cells.

 

Question 2.)

There are two types of lymphocyte called A and T. B lymphocytes are made in the bone marrow and they are in charge of the humoral response. a humoral response is defined by  the response that happens in the fluid of your body. B lymphocytes produce antibodies specific for that antigen. It also produces memory B cells so that our body will have that type of immunity for that specific antigen for the rest of our lives.

T lymphocytes are in the thymus and are in charge of a cell-mediated response to antigens. This means that the response attacks already infected cells. T lymphocytes create "killer" cells that target infected cells create surface contact. After that, the cell releases target - oriented granules into the other cell. Then the cell will  be broken down.

 

 

Both of these responses are controlled by the helper T cells. The helper T cells us the shape of the antigen given to them by MHC2 (I mentioned it earlier). It then passes on this information to the B cells. The helper T cells also then activate the killer T cells. Without the helper T cells, our immune system would be in trouble. That's why HIV is so deadly because the helper T cells are infected by the virus.

 

Question 3.)

 

This question connects easily with the concepts I just talked about. Both the T and the B lymphocytes create what are called memory cells besides the antibodies and the killer T cell. The memory cell is in charge of memorizing the receptor shape of a specific antigen.

 

 

 

The picture above shows how the memory T cell passes on information about the antigen to the B cell. The B cell is now "equipped" with the right "tools" so it can attack the virus again and have it be more effective. To reiterate what I said in the previously answered questions, the T helper cell initially gets it information from the MHC2. This is the result of the phagocyte digesting the antigen, and then forming a peptide bond with one of the antigens proteins. This newly formed protein is then placed on the cell membrane where other "defender" cells like the T helper cell can get the information needed to make antibodies specifically for that antigen.

 

 

The image above shows the transferring of information from the phagocyte to the T cell. It well then keep this information if the same antigen shows up in the body system. Connecting this to the flu, this is why people get the flu each year. The flu is constantly changing due to mutations in its DNA. This is why its so hard for doctors to find an immediate cure. Also, the flu shot is just a predication of what the flu will look like this year.

 

 

 

Question 4.)
So we know the immune system attacks antigens or invaders in our body ,but how do our cells know the difference? This takes us back to the concept of B cells and T cells. Both of these types of cells have receptors that are created at random. This means that a B cell could create an antibody for a protein needed to survive such as insulin. One way our body prevents this from happening is by placing insulin of another bodily protein in the environment where that B cell or T cell is being made. If any of the "attacker" cells being made in the bone marrow or thymus have a receptor that matches a vital protein, it will be destroyed before it has a chance to enter the blood stream.





However, once the B cells and T cells enter the blood stream, the can now destroy antigens that enter the system without the worry of being destroyed. T cells and B cells use their cell receptors as communication from the antigen back to their own cell and respond accordingly.



 

 

 

 

 

 

 

 However, this process isn't perfect. If a mutation occurs, then your body might start attack your own cells. The result is then called an Auto-Immune Diseases.

 

 

 

 

 

Works Used:

http://ezinearticles.com/?Immune-Response---A-Look-at-How-the-Body-Naturally-Fights-the-Flu-Virus&id=3984933

 

http://pathmicro.med.sc.edu/ghaffar/innate.htm

 

https://www.youtube.com/watch?v=z3M0vU3Dv8E

 

https://www.youtube.com/watch?v=O1N2rENXq_Y

https://www.youtube.com/watch?v=5w60x23O5P0
 

 

 

 

 

 

 

 

Back from Unbounded! The week of Mar. 4-7

This week in Biology class, the focus was learning why calcium (Ca2+) is so important in our human body. Using this question, we began to connect protein synthesis, homeostasis, hormones, and main bodily systems to the importance of calcium. The first obvious reason calcium is so important is because it is what our bones are made out of. Bone growth is controlled by osteoblasts an osteoclasts. Osteoblast create new bone while the osteoclasts break old bone down to release more calcium in the system.

Here is what usually happens in the bone "cycle."
Insulin was also another big topic this week. Insulin targets body cells, stimulating protein and muscle to allow for glucose, fructose, or galactose uptake. These sugars plus oxygen fuel ATP synthesis.

We also talked about how the muscle system contracts and relaxes. A muscle contracts because ATP and an enzyme allow for the actin and myosin heads to form a bridge. Actin has a binding site on it, allowing the myosin head to attach. The myosin head will only attach in a high energy state. This binding causes tension and the muscle will contract. Once a phosphate and ADP are released the myosin head will detach itself from the actin binding site. It will then return to its low energy state. This whole process couldn't happen if calcium didn't first change the configuration of the binding site on actin.


Here it shows why Calcium is important in this process.

Here is the process in a little more detail.

Epinephrine Podcast

https://soundcloud.com/freshoutthebox-3/epinephrine-podcast-2014

 

 

Epinephrine, more commonly known as adrenaline, is a hormone and a neurotransmitter. It is involved in the Sympathetic nervous system, which is part of the autonomic system. This system is in control of the “fight or flight” reaction our bodies experience under stress or danger. Epinephrine is released from the adrenal gland above the kidneys. The adrenal gland is composed of two parts: the cortex and the medulla. The cortex releases the hormones needed to live such as cortisol, which regulates your metabolism. The medullas is where epinephrine is produced along with other nonessential hormones. However, the word “nonessential” doesn’t mean that epinephrine isn’t useful. When released into the blood stream and across a neuronal synapse, you can experience a boost of oxygen and glucose, suppression of digestive system, dilation of pupils, restriction of certain arteries, and increase in heart rate. The receptors that translate this reaction are mainly found in the skeletal muscle blood vessels and liver cells. Epinephrine is controlled by a positive feedback loop which means that production is increased when there is a disturbance in the system. Epinephrine is not fat – soluble but is water – soluble. This fact allows the hormone to be carried in the blood stream. This whole reaction is regulated by the central nervous system that regulates the synthesis of epinephrine.


Works Cited:
 Rehan, Kelly.An Overview of Adrenal Glands: Beyond Fight or Flight. endocrineweb. 2014. web. 22 Feb. 2014.  http://www.endocrineweb.com/endocrinology/overview-adrenal-glands

worldofmolecules.com. The Epinephrine Molecule. Wikipedia. 2014. Web. 22 Feb. 2014. http://www.worldofmolecules.com/drugs/adrenaline.htm

Wikipedia.org. Epinephrine.  Wikipedia. 2014. Web. 22 Feb. 2014. http://en.wikipedia.org/wiki/Epinephrine

Yeast Lab

Yeast Lab

 

 

Abstract: In this experiment, we tested how different amounts of sugar will effect cell respiration in yeast when its mixed with warm water. To test the amount of change, we  placed the reaction in a closed chamber and used a syringe record how much air was produced. This experiment proved that the more sugar you have, the more oxygen is produced.

 

Introduction: Cell Respiration is a process in which mitochondria create ATP or convert food into energy for us to use. It does this through three different steps: 1.) Glycolosis 2.) Krebs Cycle

3.) Electron Transport Chain. At the very end of this processs, H2O, ATP, and CO2 are produced. In this experiment, we test how the amount of sugar changes the amount of CO2 produced.

 

 

Hypothesis: If you increase the amount of sugar in a cell respiration reaction in yeast, then the reaction will produce more CO2 because it hase more sugar to convert into energy.

 

 

Materials:

- Syringe

- Yeast

- Sugar

- Salt

- Beaker

- Graduated Cylinder

- Warm Water

- Tube

- Test Tube

- Plug with hole for tube

 

Procedure:

1.) carefully measure salt, and yeast

2.) place in test tube

3.) decide what amounts of sugar you want in each test tube

4.) add to other dry materials

5.) Lable

6.) add warm water and led it sit without a plug for five minutes

7.) put plug on

8.) record data every minute for five minutes

9.) record data and observe

10.) clean up

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Conclusion: 

In this experiment, we tested the how the amount of sugar placed in a cell respiration reaction in yeast. The data we collected supports my hypothesis. Just like in my hypothesis, the larger amount of sugar that was in the system, the more CO2 is produced. An explanation for this is that multiple enzyme driven reactions in the three different steps of cell respiration produces CO2. Thus, the more sugar you have to react with, the more CO2 you will produce. Eventually, the yeast system will run out of sugar and cell respiration will stop. Some sources of error are that some people might measure out the wrong amount of sugar or yeast. One might also forget to heat up the water to allow the reaction to become more active before they start to record their data. also, people might have added water to certian test tubes before the others, allowing them to start cell respiration before the others. this will corrupt the data because the time they all start the process was not controlled.

 

 

 

 

 

Forensics and body organs week one!!!

Last week was a lot of fun because we got to become "crime scene investigators" and list cause of death, the organs affected, and scenario.  This helped me get a sense of what it is like to apply science to real-life situations. Also, it helped me remember where organs were in the body because it used vocabulary from the PowerPoints and the worksheet. 

Recently, I found an article that gives background on forensics and the scientific methods used (particularly molecular technologies) . It also gives controversial problems such as how DNA samples could be easily contaminated due to the small sample size and where they are found. Even with these problems, developing of technologies to aid this science should continue because the smallest hair from a dog or a slight trace of fruits or plants can tie a suspect to a crime and provide sufficient enough evidence for true justice.

Here is the article : http://www.jstor.org/stable/10.1641/b580604?Search=yes&resultItemClick=true&searchText=Forensics&searchUri=%2Faction%2FdoBasicResults%3FQuery%3DForensics%26amp%3Bwc%3Don%26amp%3Bfc%3Doff%26amp%3Bacc%3Don