INNATE AND LEARNED BEHAVIOUR Option E 3 IB

INNATE AND LEARNED BEHAVIOUR Option E. 3 IB Biology Miss Werba

OPTION E - NEUROBIOLOGY E. 1 STIMULUS and RESPONSE E. 6 FURTHER STUDIES IN BEHAVIOUR E. 2 PERCEPTION of STIMULI E. 3 E. 5 INNATE and LEARNED BEHAVIOUR THE HUMAN BRAIN E. 4 NTs and SYNAPSES J WERBA – IB BIOLOGY 2

THINGS TO COVER � Innate vs Learned behaviour � Taxis vs Kinesis � Experimental design & analysis of data � Learning for survival � Example of innate behaviour – Classical conditioning � Example of learned behaviour – Development of birdsong � Instructions: 1. Read through and complete the gap fill booklet 2. Complete any activities and watch the videos 3. Complete the 3 sample questions (to be discussed in class) 4. Begin to design an experiment to investigate innate behaviour in invertebrates (to be discussed and (? run) in class) J WERBA – IB BIOLOGY 3

INNATE vs LEARNED BEHAVIOUR E. 3. 1 Command term = DISTINGUISH � Behaviour is the way an animal reacts and relates to stimuli and the environment. � Behaviour can be innate or learned. J WERBA – IB BIOLOGY 4

INNATE vs LEARNED BEHAVIOUR E. 3. 1 Command term = DISTINGUISH INNATE Based on genetics (instinctive) Unaffected by environment Low variation in population Genetic evolution passes on beneficial behaviours (through natural selection) Not modified by individual eg. migration of blackcaps, suckling instinct in newborns J WERBA – IB BIOLOGY G E V E M LEARNED Based on experience Affected by environment High variation in population Cultural evolution passes on beneficial behaviours (but the ability to learn is the product of NS) Modified by individual through trial and error eg. puppy training, learning a new language 5

Instinctive or learned? 6 of 34 REQUIRES FLASH © Boardworks Ltd 2009

E. 3. 4 LEARNING FOR SURVIVAL � Learning allows an individual to change its behaviour as a response to the environment, giving an increased chance of survival. � eg. ◦ Bees display innate behaviour when they are searching for nectar in brightly coloured flowers. ◦ A positive experience in one flower will cause the bee to actively look for that kind of flower next time. ◦ This also helps the plant in its quest to pollinate. . ! ◦ The bee will also have learned that it is vital to memorise the way home J WERBA – IB BIOLOGY 7

E. 3. 4 LEARNING FOR SURVIVAL � Learning depends on memory � Memory requires an organised nervous system � It involves building a neural network in which synapses between neurons are strengthened or weakened. ◦ eg. an animal learning to recognise that the warning call of another species is usually followed by the appearance of a predator J WERBA – IB BIOLOGY 8

E. 3. 4 LEARNING FOR SURVIVAL � Learning ensures a greater range of behaviours can be acquired over time than by natural selection � Learning ensures more complex behaviours can develop � It is inefficient to have all behaviour controlled by genes. Much easier to have a few genes that enable the organism to learn, and adapt its neural net according to experiences. � Ensures animals can fine-tune innate behaviours in changing circumstances. ◦ eg. eating a different prey if food is scarce J WERBA – IB BIOLOGY 9

E. 3. 5 ASSOCIATIVE LEARNING � Animals can learn (or unlearn) a behaviour due to association of this behaviour with a particular stimulus � eg. classical conditioning, operant conditioning, observation, imprinting � TOK: What helps you to learn best? ? ? 7 J WERBA – IB BIOLOGY 10

Investigating conditioning 11 of 34 REQUIRES FLASH © Boardworks Ltd 2009

E. 3. 5 ASSOCIATIVE LEARNING � Russian physiologist Ivan Pavlov trained dogs to alter their response to a stimulus, based on the dogs’ expected outcomes of the behaviour. � Classical conditioning results in an automatic response to a stimulus (eg. a bell). J WERBA – IB BIOLOGY 12

E. 3. 5 ASSOCIATIVE LEARNING � In classical conditioning, there are specific stimuli and responses involved: � Unconditioned stimulus = the presentation of the meat � Unconditioned response = the salivation at the sight of meat � Neutral stimulus = the ringing of the bell J WERBA – IB BIOLOGY 13

E. 3. 5 ASSOCIATIVE LEARNING � When the neutral stimulus is presented at the same time as the unconditioned stimulus, an association is formed: � What would be the Conditioned stimulus? ? ? = _____________ � What would be the Unconditioned stimulus? ? ? = _____________ J WERBA – IB BIOLOGY 14

E. 3. 5 ASSOCIATIVE LEARNING Click on the picture to go to the interactive from nobelprize. org: J WERBA – IB BIOLOGY 15

DEVELOPMENT OF BIRDSONG E. 3. 6 � To what extent do birds learn their songs socially and how much is innate? � Watch these videos and record a summary of your understandings. J WERBA – IB BIOLOGY 16

INVESTIGATING INNATE BEHAVIOUR IN INVERTEBRATES � Invertebrates can be used to investigate innate E. 3. 2 behaviours. � These include taxis and kinesis. � Taxis: ◦ a directional response to a stimulus ◦ can be positive (towards) or negative (away) � Kinesis: ◦ a non-directional response to a stimulus ◦ can alter the rate of movement or rate of turning J WERBA – IB BIOLOGY 17

INVESTIGATING INNATE BEHAVIOUR IN INVERTEBRATES • Light Response J WERBA – IB BIOLOGY E. 3. 2 phototaxis • Chemicals chemotaxis • Gravity geotaxis • Touch thigmotaxis • Water currents rheotaxis • Speed changes orthokinesis • Rate of turning changes klinokinesis 18

INVESTIGATING INNATE BEHAVIOUR IN INVERTEBRATES � Examples: E. 3. 2 1. The leaves of new shoots will grow out of the ground and turn towards the sun to make use of available nutrients. 2. Fly larvae (maggots) will move away from a light source because this ensures that they remain within the carrion, where they have food & are protected from predators. 3. Woodlice show kinesis to humidity (hygrokinesis) because they have gills for respiration and are likely to dehydrate if they remain in dry conditions for too long. dry area J WERBA – IB BIOLOGY humid area 19

INVESTIGATING INNATE BEHAVIOUR IN INVERTEBRATES E. 3. 2 E. 3. 3 � Design a practical activity to investigate orientation movements in planaria (motile flatworms) or woodlice � You will need to begin thinking about this task at home and bring in a rough idea so that you can begin putting your Design section together at school. � Use your past pracs to help structure your reports, � We will be running these experiments in class next week! {Outlook: uncertain} J WERBA – IB BIOLOGY 20

INVESTIGATING INNATE BEHAVIOUR IN INVERTEBRATES 1) Read the IB animal experimentation policy E. 3. 2 E. 3. 3 2) Get appropriate background information (with bibliographic details) 3) Define the problem or research question 4) Formulate a hypothesis 5) Select your variables 6) Select appropriate apparatus or materials 7) Design a method for controlling the variables 8) Design a method for collecting and processing sufficient relevant data (qualitative & quantitative) J WERBA – IB BIOLOGY 21

INVESTIGATING INNATE BEHAVIOUR IN INVERTEBRATES E. 3. 2 E. 3. 3 • Assume you have access to: – 10 Planaria or 10 woodlice – a variety of apparatus (eg. pippettes, petri dishes, test tubes, water pumps, lamps, etc) – orientation movements can include any type of taxis or kinesis J WERBA – IB BIOLOGY 22

INVESTIGATING INNATE BEHAVIOUR IN INVERTEBRATES Safety considerations: E. 3. 2 E. 3. 3 Lab coats & gloves must be worn Organisms can attach themselves to the side of a glass tube. Handle them carefully, especially if trying to pick them up or touch them with a pipette Do not add too many chemicals (eg. salt, food, vinegar) to the water, as you could kill the organisms Return organisms to a pond or stream after the experiment J WERBA – IB BIOLOGY 23

Sample questions Q 1 Suggest an experimental DESIGN that could be used to investigate either taxis or kinesis in an invertebrate. [3] Q 2 OUTLINE Pavlov’s experiments into conditioning in dogs. [2] Q 3 OUTLINE the role of inheritance and learning in the development of birdsong in young birds. [2] J WERBA – IB BIOLOGY 24