today’s plan: 4/12/10 bellwork: set up lab(15 mins) finish ap lab 11 (45 mins) behavior notes...
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Today’s Plan: 4/12/10
Bellwork: Set up lab(15 mins) Finish AP Lab 11 (45 mins) Behavior notes (the rest of class)
Today’s Plan: 4/13/2010
Bellwork: Finish Plant Behaviors (15 mins)
Symmetry and tissue layers stations (45 mins)
Animal Behavior notes (the rest of class)
Pack/Wrap-up (last few mins of class)
Today’s Plan: 4/14/2010
Bellwork: Go over plans (10 mins) Finish Symmetry and tissues(40 mins) Notes, continued (the rest of class)
Today’s Plan: 4/19/2010
Check-in with animals progress (5 mins)
Finish Behavior notes (15 mins) Finish invertebrates/begin
vertebrates? (40 mins) Notes (the rest of class) Pack/Wrap-up (last few mins of class)
Today’s Plan: 11/12/09
Finish Behavior notes (20 mins) Finish Vertebrates (40 mins) Animals Notes (the rest of class)
Today’s Plan: 4/20/09
Bellwork: Invertebrate activities (20 mins)
Vertebrate activities (40 mins) Notes (the rest of class)
Today’s Plan: 4/21/09
Finish Beh. Notes (15 mins) Finish Vertebrates and chart (45
mins) Go over animals (the rest of class)
Plant Regulation and Behavior Plants use hormones to regulate function,
since they lack a nervous system There are a variety of hormones to control
every plant response or to regulate all of the plant’s functions Growth-auxin, cytokinins, and gibberellins Apical dominance-cytokinins Cell division and differentiation-cytokinins Germination and fruit growth-giberellins Leaf dropping (abscission)-abscissic acid Fruit ripening-ethylene
Figure 39-33-Table 39-2-1
Figure 39-33-Table 39-2-2
Figure 39-33-Table 39-2-3
Figure 39-26
PLANT TISSUE CULTURE
1. Start with pieceof plant tissue.
2. Callus grows. 3. Roots form. 4. Shoots form.
Figure 39-33
LEAF SENESCENCE AND ABSCISSION
Healthy leaf
Abscission zone
Age, drought, temperature,day length, etc. reduceauxin production from leaf
Senescent leaf
1. High auxin: Cells in abscissionzone are insensitive to ethylene. Leaf functions normally.
2. Low auxin: Cells in abscissionzone become more sensitive toethylene, leading to leaf senescence.
Abscised leaf
3. Leaf detaches at theabscission zone.
A protective layer hasformed to seal stemwhere leaf was attached
Figure 39-32
Apical Dominance Controlled by an interaction of auxin and
cytokinin Auxin produced at the terminal bud
supresses the axillary buds, but decreases in concentration as it moves down the shoot.
Cytokinins coming up from the root counteract the auxins in the stem, causing the lower axillary buds to develop
Figure 39-23
Apical meristem intact Apical meristem cut off
Lateralshoots
Figure 39-24
Apical end (toward shoot)G
rad
ien
t o
f au
xin
co
nce
ntr
atio
n
Basal end (toward root)
2H+
Auxin
Auxin
Cotransportersat top of cellsbring auxin in
Some auxinmolecules aredestroyed byenzymes asthey travel down
Carrier proteinsat bottom of cellssend auxin out
How do hormones work?
Usually, there’s a signal transduction pathway involved
Figure 39-1 STEPS IN INFORMATION PROCESSING
External stimuluson receptor cell
Internalsignal
Cell-cellsignal
Internalsignal
1. Receptor cellperceives externalstimulus andtransduces theinformation to aninternal signal.
2. A hormone(cell-cell signal)released by thereceptor cell travelsthroughout the body.
3. Receptor cellsreceive the hormonal(cell-cell) signal,transduce it to aninternal signal, andchange activity.
Figure 39-2SIGNAL TRANSDUCTION
Cell wall1. Signal
2. Receptor protein changesin response to signal.
Cell membrane
3. Receptor or associated proteincatalyzes phosphorylation reaction.
ATP
ATP
ATP
ATP
ADP
ADP
ADP
ADP
4. Phosphorylatedprotein triggersphosphorylationcascade (left)…
…OR release ofsecond messenger(right).
Secondmessenger
Vacuole
5. Phosphorylatedproteins or secondmessenger initiateresponse.
Ph
osp
ho
ryla
tio
n c
asca
de
Nuclear envelope OR OR
DNA
6. Activate or represstranscription.
6. Activate or represstranslation.
Nucleus
6. Change ion flowthrough channel orpump.
Tropism Recall from Biology that a tropism in plants
is growth in response to a stimulus Phototropism-growth toward light (auxins) Gravitromism-growth in response to gravity
(amyloplasts and auxin) Thigmotropism-growth in response to touch
Thigmomorphogenesis-stunted growth in plants that are mechanically stimulated (due to ethylene production)
Figure 39-8 The phototropic signal is a chemical.
Permeable agar:Shoot bendstoward light
Light Impermeable mica:No bending
Chemical diffusesthrough agar
The hormone can cause bending in darkness.
Allow time forhormone to diffuseinto agar block.
Offset blockscause bendingof shoots not
exposedto light
The hormone causes bending by elongating cells.
Cells on theshaded sideelongate in response tothe hormone(red dots)
Figure 39-16
Roots grow down. Shoots grow up (or out,in some species).
Figure 39-17
Root tips have a protective cap.
Gravity-sensing cells are in the center of the cap.
Cap
Figure 39-18
Gra
vity
Cell in root tip(or shoot)
Amyloplasts arepulled to bottomof cells by gravity
Activated pressure receptors
Figure 39-19
Auxindistribution
AUXIN AS THE GRAVITROPIC SIGNAL
Gra
vit
y
Auxin
1. Normal distributionof auxin in vertical rootprior to disturbance.
2. Root tip moved intohorizontal position.
3. Gravity-sensing cellsactively redistribute theauxin–more goes tobottom side.
4. Asymmetric auxindistribution inhibits cellgrowth on lower sideand stimulates growthon upper side, leadingto bending.
Figure 39-21
Tendril
Figure 39-27
Normal plant
Dwarfedplant
Plant movements
Rapid leaf movements-sensitive plant withers when touched, b/c of an electric impulse (like that of a muscle contraction), causing rapid loss of turgor pressure
Sleep movements-plants lower their leaves at night in response to different turgor pressure in cells
Photoperiodism This is a plant’s response to a seasonal photoperiod
(number of hours of light) Ex: Flowering
Short-day plants-need a long night (less time in the light) and flower in fall or winter
Long-day plants-need a short night (more time in the light) and flower in spring and summer
Day neutral plants-unaffected by photoperiod Critical Night Length-flashing light during the dark
period can throw off a plant’s ability to flower What controls flowering internally?
Buds produce flowers, but photoperiod is detected by the leaves (plants with leaves removed can’t flower)
A bud’s meristem must transition from vegetative growth to flowering
Figure 39-13
How do plants respond to differences in day length?
How do plants respond to nights interrupted by light?
Phytochrome This is the pigment that actually detects the amount
of light striking the plant Has 2 forms: Red and Far Red which are isomers of
one another. Plants synthesize Pr, but sunlight converts it to Pfr At night, the Pfr reverts back to Pr, so the ratio of Pr
to Pfr “tells” the plant how much sunlight it has absorbed
The only thing is, the conversion of fr to r takes place in a few hours, so it doesn’t tell the plant how much darkness it has had. There is another internal circadian rhythm that measures the amount of dark based on when the sun sets and when it rises (informed by phytochrome)
Figure 39-15
Phytochrome(Pr conformation)
Phytochrome(Pfr conformation)
Red light(sunlight)
cis Isomer
Red light:cis to transshape change
Far-red light(shade light)
Photoreversible
trans Isomer
Far-red light:trans to cisshape change
Figure 39-14
Hours Light flash
Long-day(short-night)
plant
Short-day(long-night)
plant
Critical night length
Figure 39-12
Ungerminated lettuce seed
Inhibitsgermination
Red light(sunlight)660 nm
Phytochrome
(Pr conformation)
Germinated lettuce seed
Stimulatesgermination
Phytochrome
(Pfr conformation)
Far-red light(shade light)735 nm
Shape change
Shape change
Plant Responses to Environmental Stress Water Stress-Stomates close b/c of a buildup of ABA Oxygen Deprivation-Plants form air tubes in the root if their
soil is too wet Salt Stress-plants can produce compatible solutes in their
cells to keep from losing water Heat Stress-transpiration does evaporative cooling, plus
they can produce heat-shock proteins that can scaffold the other proteins in the cell to keep them from denaturing
Cold Stress-plants can alter the lipid composition of their plasma membranes, and alter their solute composition to keep the cytosol from freezing
Herbivores-physical and chemical defenses Physical-thorns Chemical-toxins or bad-tasing chemicals Recruitment-plants release chemicals that attract predators of
herbivores (wasps vs. caterpillars)
Figure 39-31STOMATA OPEN IN RESPONSE TO BLUE LIGHT.
Blue light strikes photoreceptor.
1. Pumping by H+-ATPasesincreases. Protons leaveguard cells.
2. K+ and Cl enter cellsalong electrochemicalgradients via inward-
directed K+ channels and
H+/Cl cotransporter.
3. H2O follows by osmosis.
4. Cells swell. Pore opens.
STOMATA CLOSE IN RESPONSE TO ABA.
ABA binds to receptors on guard cells.
1. Pumping by H+-ATPasesstops. Outward-directedCl channels open. Cl
exits along electrochemicalgradient.
2. Change in membranepotential open outward-
directed K+ channels. K+
exits along electrochemicalgradient.
3. H2O follows by osmosis.
4. Cells shrink. Pore closes.
Figure 39-39
Herbivore
Wasp larvae emergingfrom devouredcaterpillar
Plant Defenses against pathogens First line of defense is the epidermis and cutin, however openings, like the
stomata invite infections In general, pathogens gain enough from plants to benefit, but try not to
severely damage or kill the plant Gene-for-gene recognition gives plants specific resistance to disease
Pland has r (resistance) genes, and the pathogen has avr(avirulance) genes. If any one of the plant’s r genes is dominant and corresponds to a dominant avr in
the pathogen, the plant is resistant. If the plant is not resistant to the pathogen, it produces phytoalexins (antimicrobial
agents) and PR proteins (pathogenesis-related) that can attack the infectious agent Hypersensitive Response(HR)-is produced when the plant is resistant to the
pathogen. The plant produces more phytoalexins and PRs, and the plant can “seal” against the pathogen. When the plants seal an infected area, they destroy themselves and a lesion forms
Systematic acquired resistance (SAR)-occurs when the plant releases alarm hormones from the site of the HR response, alerting the rest of the plant of the infection. The other cells then release phytialexins and PRs
Figure 39-34 GENE-FOR-GENE HYPOTHESIS
Virus Bacterium Fungus
1. Pathogens (virus,bacterium, or fungus)enter plant cell viawound or connectionwith infected cell.
2. Pathogens releaseavr gene productsand other molecules.
3. R gene productsfrom host bind toavr gene products.
4. Binding activatesR gene products andtriggers protectivehypersensitiveresponse (HR).
When R and avr geneproducts do notmatch, no HR occursand plant succumbsto disease.
Figure 39-35
Gene-for-gene interactions in a heterozygous plant Gene-for-gene interactions in a homozygous plant
R gene 1 R gene 2 R gene 3 R gene 4 . . . R gene 1 R gene 2 R gene 3 R gene 4 . . .
Figure 39-36
HYPERSENSITIVE RESPONSE (HR)
Ravr
Pathogen
1. An R gene product binds to an avrprotein from a pathogen, triggering thehypersensitive response (HR).
2. The HR includes the production of nitricoxide (NO), reactive oxygen intermediates(ROIs), superoxide ions (O2
–), and phytoalexins.
3. The HR results in the reinforcement ofcell walls, the suicide of infected cells, andthe extermination of invading pathogens.
Deadpathogens
Dead host(no more food for
pathogens)Rein
forced
cell walls surrounding infe
ctio
n site
avrR
Figure 39-39-Table 39-3-1
Figure 39-39-Table 39-3-2
Animal Behavior Nature or Nurture?
Most scientists think it’s about 60% genetic, 40% environment General types
Taxis-Response to a stimulus Reflex-controlled by a reflex arc and is not under brain control Instincts-also called innate behaviors that are thought to be
genetically programmed (although may not be solely due to genes). The broader definition states that these are developmentally fixed behaviors that don’t vary between individuals of a species
Cause of behavior Proximate causes-things that are happening NOW (ex: stimuli,
mechanics of the action, etc)-these tend to be how questions Ultimate causes-the evolutionary reasons for behavior (ex: this
behavior first appeared in an ancestral species)-these tend to be why questions
Figure 51-2
Yawning
Smiling
Languageacquisition
Highly flexibleCondition dependent
Highly stereotypedFixed: little variation
Innate: no modificationthrough learning
Originatesand is modifiedthrough learning
Ethology-The classical study of animal behavior Understanding behavior means understanding the
answers to the following: What stimulus elicits the behavior, and what
physiologic mechanism controls the response? How does the animal’s experience during growth and
development influence the response? How does the behavior aid survival and reproduction? What is the behavior’s evolutionary history?
Fixed Action Pattern (FAP)-sequence of behaviors that once triggered is done to completion. The trigger is called a sign stimulus (ex: moths drop when certain ultrasonic signals occur)
FAPs tend to be simple reactions to limited stimuli Ex: stickleback fish attacking any red-bottomed object
Figure 51-14
Search Approach Terminal
Pulses of high-pitched shouts from bat
When the bat ishere (position 1)…
…the insect ishere (position 1)
Powerdive
12
1 3
2
3
4
Behavioral Ecology This is based on the premise that animals
behave to maximize their evolutionary fitness and is the modern form of ethology. Cost/Benefit (TANSTAAFL)
Foraging Behavior-most foragers are generalists but don’t randomly choose food. In stead, they form a search image of specific characteristics they’re looking for.
When a particular food is scarce, animals can switch search images
There are trade-offs in order to ensure optimal foraging, however Distance of food vs. size of food Energy obtained by food vs. energy used to obtain
the food
Figure 51-3White-fronted bee-eaters are native to East Africa.
Foraging behavior depends on distance traveled.
Birds fly from their nestingcolony to a foraging area,which might be close tothe colony or far away
Other examples of cost/benefit Parental investment-amount of energy invested in
existing offspring at the expense of having additional offspring
Mate choice-involves competition between males, female choice and possibly putting up with different mating schemes Monogamy Polygamy Promiscuity/cheating
Game Theory applications-behaviors can often be explained using game theory Paper, rock, scissors and throat color of the side-
blotched lizard. Orange=aggressive and defend large territories, Blue=small territories, yellow=sneaky
Figure 51-19
Territorialmale
Female
Female-mimicmale
Other behviors studied Migration-how do animals navigate? Rhythmic Behaviors-
Circadian Rhythms-24 hour sleep/wake cycles circannual Rhythms-hibernation and estivation
cycles Signals and Communication-usually a
combination of gestures, postures, calls, touches, and sometimes pheromones (chemicals that animals emit which stimulate a response) Ex: honeybee dances-tell the hive where to find
nectar
Figure 51-16
The round dance The waggle dance
Other bee workers followthe progress of the danceby touching thedisplaying individual
Figure 51-17
Straight runs down the wall of the hive indicate that food isopposite the direction of the Sun.
Straight runs to the right indicate that food is 90 to theright of the Sun.
Downwardwaggle danceon honeycomb
Down
Beehive
Sun
100+ mDown
Food sourceaway from Sun
Sidewayswaggle danceon honeycomb
100+ m
Beehive
90
Sun
Food sourceat right angleto Sun
Learning This is an experienced-based behavior modification Learning can affect developmentally fixed behavior, but not
vice-versa There’s often a distinction between maturation and learning (birds can “learn” to fly, even if in isolation)
Types of learning Habituation-getting used to a repeated stimulus Imprinting-time sensitive learning during a critical period
that is irreversable (organism learns who their parents are and therefore mimics them)-Konrad Lorenz
Spatial Learning-Tinbergen’s wasp study Insight-performing a behavior correctly without any prior
experience, this is different from observational learning Operant conditioning-trial and error learning (rats in
mazes)-B.F. Skinner Classical Conditioning-associative learning (Pavlov’s dogs)
Figure 51-7
Learning Leads to. . . Warning coloration-a predator only has to
know 1 warning color pattern in order to avoid danger Mimicry-animals looking dangerous by
mimicking others’ warning coloration. Sometimes they’re also dangerous, sometimes they’re not.
Play-practice aggression and social behavior
Cognition?-Some animals have problem-solving abilities that lead to things like tool use
Figure 51-18c
This butterfly looks like a bad-tasting species but actually tastes good
What about the genetics of behavior?
Cross-fostering studies are helpful in understanding the extent to which behavior can be modified by environment
Scientists have also looked at organisms reared in isolation that exhibit behaviors perfectly, indicating genetic regulation of behavior
Inclusive fitness and Social Behaviors Why would an organism do an altruistic (not
for it’s own fitness) act? Ex: prarie dogs and alarm calls, bees not
mating, etc Kin selection-ensuring that your close
relatives reproduce ensures your genome’s survival (inclusive fitness)
Hamilton’s rule=rB>C r=coefficient of relatedness B=benefit C=Cost
Figure 51-21 What is the r between half-siblings?
Probability that mothertransmits a particularallele to son is 1/2
Probability that mothertransmits a particularallele to daughter is 1/2
What is the probability that half-siblings inherit the same allele from theircommon parent?Answer: r between half-siblings = 1/2 1/2 = 1/4
What is the r between full siblings?
Probability that fathertransmits a particularallele to daughter is 1/2(same for both arrows)
Probability that mothertransmits a particularallele to daughter is 1/2(same for both arrows)
What is the probability that full siblings inherit the same allele from their fatheror their mother?Answer: Probability that they inherit same allele from father = 1/2 1/2 = 1/4
Probability that they inherit same allele from mother = 1/2 1/2 = 1/4Overall probability that they inherit the same allele = 1/4 + 1/4 = 1/2r between full siblings = 1/2
Social Structures
Eusociality-organisms like termites, ants, and bees that are haplodiploid Females arise from fertilized eggs Males arise from unfertilized eggs
Hierarchies-based on dominance Territorial behavior-reinforced by
agonistic (aggressive) behaviors Reciprocal altruism