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TERMITE TRACKS

Investigate termites' behavior concerning pen ink using mini-experiments and scientific reasoning. Justify claims with gathered data in alignment with essential knowledge points.

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TERMITE TRACKS

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  1. TERMITE TRACKS Before completing this activity watch the Bozeman CER video and complete the video notes in your BILL SP.3, SP. 4; SP 5: SP 6; CER

  2. TERMITE TRACKSAfter watching the videos (without sound), Termites video 1Termites video 2Design and conduct some mini-experiments to come up with an explanation about why the termites are behaving this way. What can you test?Find out as much as you can about this behavior!

  3. • COLLECT data in your BILL • Write 3 CLAIMS, PROVIDE EVIDENCE and REASONING FOR YOUR CLAIMS Remember your claim does not have to be correct

  4. CLAIM: There is something in pen ink that termites are following. EVIDENCE & REASONING: A Bic pen, Papermate pen, pencil, sharpie marker, highlighter, and colored pencil were tested and termites followed lines from 2 different kinds of pens but not other items tested suggesting that termites do only follow pen lines not lines made by other types of writing instruments. OR EVIDENCE & REASONING:Termites followed lines made by Bic pens and water color markers but not pencils. Since termites followed lines created by several different types of writing instruments, evidence suggests that termites don’t only follow pen lines.

  5. BE CAREFUL WHAT YOU CONCLUDE FROM EVIDENCE TERMITES ONLY FOLLOW BLUE BIC PENS. OF THE ITEMS TESTED, TERMITES FOLLOWED BIC INK LINES. .

  6. Essential Knowledge 2.C.2.a Organisms respond to changes in their external environment through behavioral and physiological mechanisms. Learning Objective (LO) 2.21The student is able to justify the selection of the kind of data needed to answer scientific questions about the relevant mechanism that organisms use to respond to changes in their external environment. SP 4.1 The student can justify the selection of the kind of data needed to answer a particular scientific question.

  7. Essential Knowledge 3.D.1 (page 68-69)Cell communication processes share common features that reflect a shared evolutionary history. c. In single-celled organisms, signal transduction pathways influced how the cell responds to its environment.To foster student understanding of this concept, instructors can choose an illustrative example such as: • Use of pheromones to trigger reproduction and developmental pathways Learning Objective (LO) 3.31The student is able to describe basic chemical processes for cell communication shared across evolutinoary lines of descent.

  8. Essential Knowledge 3.E.1 (page 73-74) Individuals can act on information and communicate it to others. b. Communication occurs through various mechanisms. 2. Animals use visual, audible, tactile, electrical, and chemical signals to indicate dominance, find food, establish territory and ensure reproductive success. To foster understanding of this concept, instructors can choose an illustrative example such as: • Territorial marking in mammals • Predator warning • Colony and swarming behavior in insects

  9. TERMITE LAB/CERScience Practice 3 (page 98-99)The student can engage in scientific questioning to extend thinking or to guide investigaations within the context of the AP curriculum. 3.1 The student can pose scientific questions. 3.2 The student can refine scientific questions.

  10. TERMITE LAB/CERScience Practice 4 (page 99-100)The student can plan and implement data collection strategies appropriate to a particular scientific question. 4.1 The student can justify the selection of data needed to answer a particular scientific question. 4.2 The student can design a plan for collecting data to answer a particular scientific question.4.3 The student can collect data to answer a particular scientific question.

  11. TERMITE LAB/CERScience Practice 5 (page 100)The student can perform data analysis and evaluation of evidence. 5.1 The student can analyze data to identify patterns or relationships. 5.2 The student can refine observations and measurements based on data analysis.5.3 The student can evaluate the evidence provided by data sets in relation to a particular scientific question.

  12. TERMITE LAB/CERScience Practice 6 (page 101)The student can work with scientific explanations and theories. 6.1 The student can justify claims with evidence. 6.2 The student can construct explanations of phenomena based on evidence produced through scientific practices. 6.4 The student can make claims and predictions about natural phenomena based on scientific theories and models.

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