Connecting Concepts

Use Science Graphics

Mice can learn to run through a maze to find a food reward. As they have more practice runs in the maze, they take fewer wrong turns and reach the food more quickly. Twelve mice are put in a maze once a day for 10 days. The mean of their times to reach the food is calculated and plotted as the red line below. The mice are then kept out of the maze for a month. The blue line shows the results of those later trials. Use the graph to answer questions 26–28.

A graph demonstrating the 'Maze Learning in Mice'.d

  1. Interpret Graphs Explain what is happening after trial 8 on both sets of trials.

  2. Pose Questions After the first set of trials, what kinds of questions might the experimenters have asked that resulted in their performing the second set of trials?

  3. Draw Conclusions Explain the difference in the shapes of the graphs of the two trials.

Write About Science

  1. Description Write a paragraph describing something you have learned by insight learning. Explain how you used past knowledge and experience in learning it. (Hint: In your paragraph, explain what insight learning is.)

  2. Assess the Choose a social behavior in an animal. Describe how the behavior represents a response to the environment that aids in the survival of the species.

Analyzing Data

A researcher found that the likelihood that a duckling would imprint depended on its age. After hatching, ducklings were kept isolated for different lengths of time and then placed with an adult duck. The imprinting data appear in this table.

d

  1. Interpret Tables At what age is a duckling most likely to imprint?

  2. Draw Conclusions Based on this data, what is one general conclusion that can be drawn about the ages at which ducklings can imprint?

  3. Infer In a natural setting, all the eggs in a duck nest usually hatch within a few hours. Shortly after all the ducklings have hatched, and periodically thereafter, the mother duck will lead them all to a food source and then back to the nest to rest. Given this situation, which ducklings are most likely to imprint on their mother?

End ofPage 856

Table of Contents

Miller & Levine Biology
About the Authors
Changing the World of Biology Education
Contents
Diversity of Life: A Visual Guide DOL•1–DOL•64
Labs and Activities
Features
UNIT 1 The Nature of Life
1 The Science of Biology
2 The Chemistry of Life
Unit Project
UNIT 2 Ecology
3 The Biosphere
4 Ecosystems and Communities
5 Populations
6 Humans in the Biosphere
Unit Project
UNIT 3 Cells
7 Cell Structure and Function
8 Photosynthesis
9 Cellular Respiration and Fermentation
10 Cell Growth and Division
Unit Project
UNIT 4 Genetics
11 Introduction to Genetics
12 DNA
13 RNA and Protein Synthesis
14 Human Heredity
15 Genetic Engineering
Unit Project
UNIT 5 Evolution
16 Darwin's Theory of Evolution
17 Evolution of Populations
18 Classification
19 History of Life
Unit Project
UNIT 6 From Microorganisms to Plants
20 Viruses and Prokaryotes
21 Protists and Fungi
22 Introduction to Plants
23 Plant Structure and Function
24 Plant Reproduction and Response
Unit Project
UNIT 7 Animals
25 Introduction to Animals
26 Animal Evolution and Diversity
27 Animal Systems I
28 Animal Systems II
29 Animal Behavior
Unit Project
UNIT 8 The Human Body
30 Digestive and Excretory Systems
31 Nervous System
32 Skeletal, Muscular, and Integumentary Systems
33 Circulatory and Respiratory Systems
34 Endocrine and Reproductive Systems
35 Immune System and Disease
Unit Project
A Visual Guide to The Diversity of Life
HOW TO USE THIS GUIDE
THE TREE OF LIFE
Bacteria
Protists
Fungi
Plants
Animals
Appendices
Appendix A Science Skills
Appendix B Lab Skills
Appendix C Technology & Design
Appendix D Math Skills
Appendix E Periodic Table
Glossary
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q, R
S
T
U
V
W
X, Y, Z
Index
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
Credits
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