| Description |
1 online resource (1 volume) : illustrations |
| Contents |
Front Cover -- Exploring Animal Behavior in Laboratory and Field -- Exploring Animal Behavior in Laboratory and Field -- Copyright -- Dedication -- Contents -- Contributors -- Preface -- Acknowledgments -- 1 -- Describing behavior -- 1 -- A question of behaviors: how to design, test, and use an ethogram -- Outline placeholder -- Learning goals, objectives, and key concepts -- Background -- Purpose -- Methods -- Species and subject selection -- Materials needed, including variations based on species selection -- Step-by-step instructions -- Results/discussion -- Assignment 1 -- Assignment 2 -- Assignment 3 (if assigned) -- Paper instructions -- Conclusions -- References -- Classroom management/blocks of analysis -- Teaching the activity -- Preclass preparation -- In-class preparation -- 2 -- Consistency in data collection: creating operational definitionsā -- Outline placeholder -- Learning goals, objectives, and key concepts -- Background -- Purpose -- Methods -- Step-by-step instructions -- Step 1: preliminary observations -- Questions for discussion -- Step 2: creating an operational definition for locomotion -- Step 3: creating an operational definition for contact -- Step 4: creating an operational definition for feeding -- Results/data analysis -- Interobserver reliability -- Discussion questions -- References -- Classroom management -- Teaching the activity -- Preclass preparation -- Modifications to this activity -- Areas of potential confusion or difficulty for students -- In-class preparation -- Step 1: preliminary observations -- Step 2: creating an operational definition for locomotion -- Step 3: creating an operational definition for contact -- Step 4: creating an operational definition for feeding -- Analytical approach -- Recommendations for extensions or continuations for more advanced classes -- Answer key -- Preliminary questions |
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End-of-activity questions -- 3 -- Observation and inference in observing human and nonhuman behavior -- Outline placeholder -- Learning goals, objectives, and key concepts -- Background -- Purpose -- Part 1: Observing Human smiles -- Procedure -- Results/discussion -- Analytical approach -- Questions -- Part 2. Observation and inference when observing nonhuman animals -- Procedure -- Results/discussion -- Questions -- References -- Classroom management/blocks of analysis -- Teaching the activity -- Preclass preparation -- Modifications to the activity -- In-class preparation -- Analytical approach -- Areas of potential confusion or difficulty for students -- Recommendations for extensions or continuations for more advanced classes -- Answer key (smiling) -- Answer key (videos) -- 4 -- A matter of time: comparing observation methods -- Outline placeholder -- Learning goals and objectives -- Background -- Purpose -- Behavioral "rules" -- Methods -- Results and discussion -- References -- Classroom management -- Teaching the activity (preclass preparation) -- Teaching the activity (in-class preparation) -- Crane video activity -- Answers to crane activity questions -- Tiger video activity -- Answers to tiger activity questions -- Answers to general questions for students -- 5 -- Who is taking whom for a walk? An observational study of dog-human interactions -- Outline placeholder -- Background -- Purpose -- Methods -- Step-by-step instructions -- Results/discussion -- Questions -- References -- Classroom management -- Question answers -- 6 -- Movement analysis: expanding the resolution of analysis in animal behavior -- Outline placeholder -- Learning goals, objectives, and key concepts -- Background information -- Purpose -- Methods -- Species selection -- Materials needed, including variations based on species selection -- Step-by-step instructions |
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Learning exercise 1: the Eshkol-Wachman Movement Notation sphere -- Learning exercise 2: partnerwise orientation -- Learning exercise 3: opposition -- The Eshkol-Wachman Movement Notation activity -- Step 1. Create EWMN sheets -- Step 2. Using the video A (aerial view) notate interanimal dynamics -- Results/discussion -- Connections with current literature -- References -- Classroom management/blocks of analysis -- Teaching the activity -- Teaching movement analysis -- Recommendations regarding selection of species and/or setting for exercise -- Ideas for in-class or online discussion -- Modifications to the activity -- Video duration and quality -- Options to lengthen or shorten learning activities -- Areas of potential confusion or difficulty for students -- Recommendations for extensions or continuations for more advanced classes -- Continuation/advanced Eshkol-Wachman Movement Notation -- Learning exercise 4: types of movement -- Learning exercise 5: notating movement of limb segments -- Activity step 3. Notate movements over time during cricket combat -- Activity step 4. Notate limb movements over time during cricket combat -- Answer key -- 2 -- Theory of behavior -- 7 -- The evolution of behavior: a phylogenetic approach -- Outline placeholder -- Learning goals, objectives, and key concepts -- Background -- Building and interpreting phylogenetic trees -- Using phylogenies to reconstruct the evolution of behaviors -- Purpose -- Methods -- Activity 1: Whole-class exercise -- Defining character states -- Mapping characters onto the tree -- Results/discussion -- Questions for in-class discussion -- Activity 2: Small-group projects -- References -- Classroom management/blocks of analysis -- Teaching the activity -- Preclass preparation and potential variations -- In-class preparation -- Areas of potential confusion or difficulty for students |
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Another potential modification to the activity -- Answers to the questions for in-class discussion -- Appendix: Using Mesquite -- Creating and editing trees -- Discrete character state reconstruction using parsimony -- 8 -- Examining variability in the song of the white-crowned sparrow (Zonotrichia leucophrys) -- Outline placeholder -- Learning goals, objectives, and key concepts -- Background -- Purpose -- Methods -- Species selection -- Materials needed -- Step-by-step instructions -- Results/discussion -- References -- Classroom management/blocks of analysis -- Teaching the activity -- Preclass preparation -- In-class preparation -- Recommendations for extensions or continuations for more advanced classes -- Answer key -- 9 -- Learning to be winners and losers: agonistic behavior in crayfish -- Outline placeholder -- Learning goals, objectives, and key concepts -- Background -- Purpose -- Methods -- Materials needed -- Step-by-step instructions -- Results/discussion -- For further discussion -- References -- Classroom management -- Teaching the activity -- Preclass preparation -- In-class preparation -- Answer key for discussion questions -- Optional extensions -- 10 -- Love is blind: investigating the perceptual world of a courting parasitoid -- Outline placeholder -- Learning goals, objectives, and key concepts -- Background information -- Purpose -- Methods and materials -- Species selection -- Part 1. Observing interactions -- Sex identification -- Wasp wrangling techniques -- Initial attraction, baseline activity, and latency -- Part 2. Observing Melittobia sexual behaviors -- Part 3. Determining courtship attraction cues -- Prepare the choice chamber -- Identify, test, and control possible variables -- Standardize terminology and process -- Test potential attraction cues -- Part 4. Results and data analysis -- Write your final report |
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Questions for discussion -- Classroom management -- Teaching the activity -- Background -- Obtaining and preparing materials -- Animal care guidelines -- Planning for sufficient experimental organisms -- Process to use the initial culture(s) directly -- Process to produce all-male cultures -- Process to multiply and/or maintain ongoing mixed-sex Melittobia cultures -- Process to make bioassay chambers -- In-class preparation -- Analytical approach -- Possible extensions/continuations -- Sample observational results -- Part 1. Observing interactions -- Part 2. Observing Melittobia sexual behaviors -- Part 3. Determining courtship attraction cues -- Sample numerical results -- Answer key to "questions for discussion" -- References -- 11 -- Are squirrels and ants smart shoppers? How foraging choices may meet current and future needs -- Outline placeholder -- Learning goals, objectives, and key concepts -- Background -- Purpose -- Methods -- Species selection -- Option 1: Squirrels -- Materials needed (for each team of six to eight students) -- Step-by-step instructions -- Designing your experiment -- Preparing for your experiment -- Setting up your experiment in the field -- Conducting your observations -- Finishing up -- Results/discussion -- Conclusions -- Option 2: Ants (family: Formicidae) -- Materials needed (for each team of two to four students) -- Step-by-step instructions -- Designing your experiment -- Preparing for your experiment -- Setting up your experiment in the field -- Conducting your observations -- Back in the classroom -- Finishing up -- Results/discussion -- Conclusions -- Questions for discussion -- Acknowledgments -- References -- Further reading -- Squirrels -- Classroom management/blocks of analysis -- Teaching the activity -- Preclass preparation -- Recommendations regarding selection of species and/or setting for exercise |
| Notes |
Print version record |
| Subject |
Animal behavior.
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Animal behavior -- Research -- Methodology
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Animal behavior
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Animal behavior -- Research -- Methodology
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| Form |
Electronic book
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| Author |
Zimbler-DeLorenzo, Heather, editor
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Margulis, Susan W., editor
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| ISBN |
9780128224397 |
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0128224398 |
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