LEVEL THREE BIOLOGY: PLANT AND ANIMAL RESPONSES
Niches
Interspecific relationships
Intraspecific relationships
Plant orientation responses
Animal orientation responses
Timing responses
NICHES:
I can show that I know the difference between a niche, a
habitat and an environment by giving examples of how
each of these relate to an organism.
I can show that I understand the difference between biotic
and abiotic factors by giving examples of how each might
contribute to an organism’s niche.
I can show that I know the meaning of the terms tolerance
range and optimum range by discussing how each range
relates to an organism’s niche.
INTERSPECIFIC RELATIONSHIPS:
I can define ‘interspecific relationship’.
I can show that I understand a variety of interspecific
relationships by defining and giving examples of the
following:
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Mutualism
Commensalism
Parasitism
Allelopathy/antibiosis
Competition
Predation
Pollination
I can show that I understand the effects the above
interspecific relationships have on each organism in the
relationship by discussing how given examples of
interspecific relationships may have evolved.
I can discuss the following prey strategies and how they
give advantages to the organism:
Camouflage
Mullerian mimicry
Batesian mimicry
Toxicity
Warning
Unpallatability
INTRASPECIFIC RELATIONSHIPS:
I can define intraspecific relationships.
I can define, give an example of and discuss the advantages
and disadvantages of the following:
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Agnostic aggression
Hierarchy
Territory vs. home range
Courtship
I can compare and contrast the following by discussing
their advantages and disadvantages:
Different mating strategies (monogamy and
polygyny).
Different parental care strategies (R strategists and K strategists).
ORIENTATION RESPONSES:
I know the suffixes for each of the following factors and can
demonstrate this knowledge by naming orientation
responses in given examples:
Light
Chemical
Gravity
Touch
Water
Temperature
Speed
Spinning
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PLANT ORIENTATION RESPONSES:
I can define tropism and nastic movement and can compare and
contrast these two orientation responses.
I can show that I understand how to name plant movements
depending on the type of movement, the positivity or negativity
of the stimulus and the stimulus itself (e.g. positive
phototropism) by naming orientation responses in given
examples.
I can discuss how the tropisms or nastic responses of a plant in a
given example provide the plant with an advantage in its
ecological niche.
I can show that I understand the definition and role of auxin by
explaining multiple effects of auxin e.g. in the roots, leaves and
stem of the plant.
I can explain how auxin works in relation to phototropisms by
discussing Darwin’s phototropic response experiment and the
advantages that phototropisms give the plant.
ANIMAL ORIENTATION RESPONSES:
I can define taxis and kinesis and can compare and contrast
these two orientation responses.
I can show that I understand how to name animal movements
depending on the type of movement, the positivity or negativity
of the stimulus and the stimulus itself (e.g. negative chemotaxis)
by naming orientation responses in given examples.
I can discuss how the taxis or kinesis of an animal in a given
example provide the animal with an advantage in its ecological
niche.
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I can show that I understand what migration is and why it has
evolved in some animals by discussing the advantages and
disadvantages and the triggers of migration in relation to given
examples.
PLANT TIMING RESPONSES:
I can show that I know the meaning of ‘critical night length’ by
explaining this in terms of short-day plants and long-day plants.
I can show that I understand the effects of the two phytochrome
pigments: Pred and Pfar-red by explaining how these determine
whether a plant flowers.
ANIMAL TIMING RESPONSES:
I can show that I know the difference between learned and
innate rhythms by describing and giving examples each.
I can compare and contrast learned and innate rhythms and
their advantages to the organism.
I can show that I know the difference between the following
types of rhythm by identifying each in given examples:
Circadian.
Circannual.
Circalunar.
Circatidal.
I can show that I know the difference between exogenous and
endogenous rhythms by discussing how each type of rhythm
would change in a controlled environment.
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I can show that I understand what an endogenous rhythm is by
discussing the function of a biological clock.
I can show that I know what ‘entrainment’, ‘zeitgeber’ and
‘free-running period’ mean by:
Discussing how an organism’s rhythm would change in the presence or absence of its zeitgeber.
Explaining these changes in terms of the organism’s free-running period and the rhythm that they actually carry out.
I show that I can apply my understanding of animal rhythms by
interpreting actograms and identifying:
Whether the organism’s rhythm is exogenous or
endogenous.
The organism’s zeitgeber.
The organism’s free-running period.
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