Causes of Animal Movement (AQA A Level Biology)

Revision Note

Lára Marie McIvor

Written by: Lára Marie McIvor

Reviewed by: Lucy Kirkham

Investigating Environmental Factors That Cause Animal Movement

  • Environmental factors can be abiotic or biotic

  • Abiotic factors are the non-living parts of an environment

    • For example: temperature, wind, humidity and soil pH

  • Biotic factors are the living parts of an environment

    • For example: competition, predation and disease

  • Experiments can be carried out to investigate the effect of abiotic factors on the movement of animals

    • Choice chambers and mazes are often used in these experiments and woodlice and maggots are commonly the model animals

  • A scientist called J. Cloudsley-Thompson carried out the first experiments on woodlouse behaviour

  • One of his experiments focused on the response of woodlouse to humidity

  • He used large choice chambers that were divided into two sections

Apparatus

  • Choice chambers

  • Lids

  • Distilled water (fixed volume in each choice chamber)

  • Drying agent (fixed volume in each choice chamber)

  • Gauze platforms

  • Woodlice

  • A dark cupboard

  • A bright well-lit room

Method

  • Divide each choice chamber into two sections

    • Add a fixed volume of distilled water to one side and a fixed volume of drying agent to the other

    • This allows for the humidity to be controlled in each section

  • Insert gauze platforms into the choice chambers

    • This keeps the woodlice at a safe distance from the water and drying agent

    • Note that woodlice are able to move between sections

  • Divide the woodlice into two even-sized groups

    • Drop the woodlice from group A into choice chambers kept in the dark

    • Drop the woodlice from group B into choice chambers kept in the light

  • The woodlice can be dropped into the chamber using the hole in the lid so that they fall into the centre of the choice chamber

  • Record the position of the woodlice in each choice chamber after 15 minutes

    • They should fall into the following categories: moving around, stationary on the dry side, stationary in the centre or stationary on the humid side

  • Repeat the experiment several times for all conditions

Results and analysis

  • A significant percentage of the woodlice (in all groups) moved to the humid side

    • This is a beneficial response as it helps to prevent water loss from the respiratory surfaces of the woodlice

  • The woodlice responded to humidity more actively when in the light

    • This is advantageous - if the woodlice are subject to dry conditions during the day when they are more likely to dehydrate then they are even more likely to move towards humid conditions (under a stone, log etc)

  • The woodlice tended to stop moving when in humid conditions

    • This means they are able to remain within favourable conditions that reduce water loss

Limitations

  • In this experiment, the conditions that the woodlice were kept in prior to the experiment have not been stated

    • If the woodlice were kept in dark or light conditions it could affect their response during the experiment

  • The behaviour of the woodlice was not observed during the experiment

    • It can not be said if their behaviour was taxis (directional response) or kinesis (non-directional response) that randomly caused them to end up in the humid section

Choice chamber humidity, downloadable AS & A Level Biology revision notes

The choice chamber has two sections, one with low humidity and one with higher humidity

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Lára Marie McIvor

Author: Lára Marie McIvor

Expertise: Biology Lead

Lára graduated from Oxford University in Biological Sciences and has now been a science tutor working in the UK for several years. Lára has a particular interest in the area of infectious disease and epidemiology, and enjoys creating original educational materials that develop confidence and facilitate learning.

Lucy Kirkham

Author: Lucy Kirkham

Expertise: Head of STEM

Lucy has been a passionate Maths teacher for over 12 years, teaching maths across the UK and abroad helping to engage, interest and develop confidence in the subject at all levels.Working as a Head of Department and then Director of Maths, Lucy has advised schools and academy trusts in both Scotland and the East Midlands, where her role was to support and coach teachers to improve Maths teaching for all.