3BGU Experimental Biology Diagnostic Evaluation September 2023

INVESTIGATING WOODLICE BEHAVIOUR

(FOLLOWING THE SCIENTIFIC METHOD)
3BGU Experimental Biology Diagnostic Evaluation September 2023

INTRODUCTION

Biology and Ecology of Woodlice

Woodlice are terrestrial Isopods, grouped in the Suborder Oniscidea. The 10,000 different
species are mostly a few millimetres in length though some reach half a metre.

Classification

Scientific classification
Domain Eukaryota
Kingdom Animalia
Phylum Arthropoda
Subphylum Crustacea
Class Malacostraca
Superorder Peracarida
Order Isopoda
Suborder Oniscidea

Crustaceans are essentially aquatic. The first fossilised Isopods have been identified in
deposits from the early Cretaceous period, about 100 million years ago. Some of these fossils
are identical to species which exist today, suggesting that Isopods began colonising land
much earlier, perhaps even before the breakup of Pangaea in the Carboniferous period, 300
million years ago.

Morphology
Woodlice have a basic morphology of a segmented, dorso-ventrally flattened body with seven
pairs of jointed legs, one pair on each of the 7 segments of the Pereon (thorax) and
specialised appendages on their Pleon (abdomen), carrying pseudo tracheal openings, for
respiratory gas exchange. The respiratory pseudotrachea system runs throughout the body of
woodlice and is one reason why these animals can live in such diverse habitats.
3BGU Experimental Biology Diagnostic Evaluation September 2023

(NB PIll millipedes are not woodlice but are difficult to discern from Pillbugs, which are Oniscidea. Both are found
in similar habitats and can roll into a ball as a defence strategy - an example of convergent evolution. The
simplest, visual distinction is that Pill millipedes have more than 7 body segments, each carrying one pair of
legs.)

A female Isopod carries her fertilised eggs in a brood pouch (marsupium) on the underside of
her body, through which the developing embryos are provided with water, oxygen and
nutrients. The immature young hatch as mancae and then receive maternal care in some
species. Juveniles go through a series of moults before reaching maturity. Apparently females
of some species are capable of reproducing asexually.

Habitat & Ecology

Most species of the Oniscidea live in terrestrial, non-aquatic environments. Woodlice need
moisture because they rapidly lose water by excretion and through their cuticle, and so are
usually found in damp, dark places, such as under rocks and logs, although one species,
Hemilepistus reaumuri, inhabits desert environments. Some species are genuinely aquatic.

Woodlice are usually nocturnal and are detritivores, feeding mostly on dead plant matter.

Although woodlice, like earthworms, are generally considered beneficial organisms for their
role in decomposing organic detritus and producing compost, overturning the soil and
controlling certain pests, they have also been known to feed on cultivated soft fruits and
seedlings.

Woodlice Behavioural Responses - some Ethology

Woodlice are often used for investigating animal behavioural, movement responses. These
animals can display both taxis and kinesis-type responses, as well as alternate turn
behaviour when searching for ideal living conditions in their habitat.

Kinesis
Kinesis refers to a seemingly random, non-directional movement or change in activity rate in
response to a stimulus. It's more about the intensity of the behaviour evoked by the stimulus,
rather than the animal moving towards or away from the stimulus.

Taxis
Taxis is a directed movement towards (positive taxis) or away from (negative taxis) a specific
stimulus. It's a more purposeful and directional response to a stimulus.

The behavioural responses described for woodlice, including kinesis and taxis fall under the
category of innate or instinctive behaviours. These behaviours do not involve cognitive
thought processes or learning. Instead, they are pre-programmed and automatic responses to
specific environmental stimuli. Innate behaviours are typically hardwired into an organism's
nervous system and are essential for its survival and successful adaptation to its
environment.
3BGU Experimental Biology Diagnostic Evaluation September 2023

Kinesis in woodlice
● Kinesis involves random, non-directional movement or changes in activity rate in response
to a stimulus.
● Woodlice exhibit kinesis in response to humidity and temperature. In dry conditions or in
unfavourable temperatures, they become more active to find optimal moisture and
temperature levels. In wet and optimum temperature conditions, they slow down to reduce
water loss.
● The change in movement isn't aimed at a specific direction but helps them find suitable
humidity levels.
● Thigmokinesis is a response to contact stimuli such as solid objects or each other.
Woodlice slow down and explore more cautiously in areas with increased contact
(thigmokinesis). Contact leads to clustering behaviour (huddling), helping them regulate
temperature, retain moisture, provide mating opportunities and avoid predators.

Taxis in woodlice
● Taxis is directed movement toward (positive taxis) or away from (negative taxis) a specific
stimulus.
● Woodlice show negative phototaxis, moving away from light sources to darker areas to
avoid desiccation and predation.
● They also display taxis responses when seeking optimal temperature and humidity
conditions.
● Woodlice also exhibit thigmotaxis behaviour (distinct from thigmokinesis). Thigmotaxis
refers to the tendency of isopods to move towards and seek contact with surrounding
objects to help them conserve moisture and prevent desiccation.

Kinesis and taxis help woodlice find and maintain optimal living conditions, enhancing their
chances of survival and reproduction. Woodlice use these behaviours to locate suitable
humidity, temperature, and shelter to minimise desiccation risk and predation. Huddling
behaviour (thigmokinesis) aids in thermoregulation, moisture retention, predator avoidance,
and potential social interactions.

Alternate Turn Behaviour

Alternate turn behaviour refers to the pattern of turning that woodlice exhibit during their
movement. Instead of making continuous and smooth turns, woodlice often display a
distinctive alternating pattern of turning left and right as they navigate their environment.

The alternate turn behaviour observed in woodlice can be attributed to a combination of

sensory mechanisms and neural circuitry that govern their movement. This behaviour is
innate and doesn't involve conscious decision-making or any higher cognitive processes.

Woodlice have segmented bodies, with each segment controlled by its own set of muscles
and nerves. This segmented body structure allows them to execute rapid and alternating
turns.

Woodlice possess specialised sensory structures such as setae (hairs) on their body
segments. Setae are sensitive to touch and mechanical stimuli. When a woodlouse
3BGU Experimental Biology Diagnostic Evaluation September 2023

encounters an obstacle or changes in the surface texture, the setae on its body send signals
to its nervous system.

The nervous system of woodlice is wired to produce reflex responses. When setae on one
side of the body sense an obstacle or change in the environment, it triggers a reflex that leads
to a turn in the opposite direction, helping the woodlouse navigate around its surroundings.

The alternate turn behaviour of terrestrial Isopods helps their survival and includes:
● Antipredator navigation: Alternate turn behaviour is a navigational behaviour that corrects
for errors in direction and helps isopods avoid predators. This is because it ensures that an
individual is less likely to circle back and become prey when threatened, and will be more
likely to move away from and avoid the predator during casual movement.
● Orthokinesis: When conditions are not favourable, woodlice will move quicker until they find
a more comfortable setting, where they will slow back down. This practice of changing
speed of movement based on an external stimulus is called orthokinesis.
● Thigmotaxis: Woodlice are positively thigmotactic, meaning they will seek contact with
surrounding objects to help them conserve moisture and prevent dessication. This
behaviour is why woodlice are often found grouped tightly together in a social practice
called aggregation or huddling.

In summary, alternate turn behaviour in isopods is a navigational behaviour that helps them
avoid predators and find favourable conditions during movement.
3BGU Experimental Biology Diagnostic Evaluation September 2023

ASSIGNMENT - INVESTIGATING THE ALTERNATE TURN BEHAVIOUR

OF WOODLICE

After reading the Introduction (and perhaps making more research), your assignment is to
construct a choice maze and use it to investigate the alternate turn behaviour of woodlice. The
outcomes of this assignment are a Lab Report and a written test. The Guide for the Lab
Report is included below and details all the stages and descriptions which should be included.
You should use the numbering and (Sub) Headings given in the Guide to the Lab Report.

FREEDOM TO CREATE
You (and your class) have the freedom to conduct your investigation(s) in whatever way you
prefer, to best answer the research question.

PLANNING
No planning template is provided for you, except the steps outlined in the Guide to the Lab
Report. You must think carefully about variables and repeats, as well of course your research
question and hypothesis.

MAKING THE MAZE

Photocopy on card, cut out and around the template, and construct the T-choice maze,
according to the instructions.

WHAT DO YOU WANT THE WOODLICE TO DO?

Encourage the woodlice to walk up the first part of the maze. When they reach the end (the T
junction), they may go either to the left or right. The woodlice will then continue on their way,
before coming to a second choice, left or right. What will they do now?

UNCOOPERATIVE ISOPODS!
You will need to think about how you manage recalcitrant and uncooperative woodlice. You
will also need to think about other variables such as species and size of the animals which
you test.

WHAT AM I LOOKING FOR IN THE DIAGNOSTIC EVALUATION?

This course, Experimental Biology, is all about researching answers to biological questions by
experimentation. This approach includes a bunch of skills, some of which you are already
familiar with and some not. So obviously I want to see how far down the road you can go at
the start of the course. What is your base and thus, what is the base with which I start the
course?

1. OUTCOME - LAB REPORT 20 points

The single outcome for the Diagnostic Evaluation is a Lab Report, scored out of 20 points.

2. INDIVIDUAL WRITTEN ‘TEST’ 5 points

I am also assuming that you will be collaborating with and seeking help and guidance from
each other, as well as using various digital tools, perhaps AI. For that reason, after the Lab
Report is delivered, there will also be a written test of knowledge and understanding about the
topic and the experimental research. That will carry 5 points.
3BGU Experimental Biology Diagnostic Evaluation September 2023

CONSTRUCTING THE MAZE

INSTRUCTIONS
1. Make a photocopy of the template (on the next page) onto card
(cartulina).
2. Cut out all the pieces and cut the shapes by cutting around or along the
solid lines, including X - Y.
3. Carefully fold the channels and tabs along the dashed lines. It makes it
easier and more exact to fold the shapes if you lay a ruler along the
dashed lines and press with a pencil or some other point along the lines
before folding them.
4. Tabs should be folded very carefully and then glued inside their
connecting channels.
5. By cutting the T channels at X - Y, you will be able to slide the sections in
or out, to shorten or lengthen the T channels, according to your needs.
6. The barrier pieces can be set on the maze at points A or B or C to
prevent woodlice going backwards or, if you develop the investigation, to
force them to go in certain directions.
3BGU Experimental Biology Diagnostic Evaluation September 2023

7. You may want to modify the construction by cutting a transparent sheet

to lay over the top of the maze, to prevent woodlice clambering out.
3BGU Experimental Biology Diagnostic Evaluation September 2023
3BGU Experimental Biology Diagnostic Evaluation September 2023

RESULTS TABLE

Results table: Your results table will look something like this - modified according to your
specific investigation. Think about a statistically useful number of trials you should make.

Woodlouse # First choice: Left (L) Second Choice: Left Second choice: Same
or Right (R) (L) or Right (R) (✔) or Different (X) as
first

Etc

TREATMENT OF RESULTS

1. Treatment of results: First, you apply some basic, descriptive statistics.

Total number of animals tested

Total number of animals who made first

choice Left (L)

Total number of animals who made first

choice Right (R)

Total number who made second choice

same as first (✔)

Total number who made second choice

different as first (X)

% animals who made second choice

same as first (✔)

% animals who made second choice

different as first (X)
2. Treatment of results: Secondly, you apply some probability statistics. In this case
the Chi-square test would be used to compare your collected results against the
expected results. Think about it! Assuming your hypothesis will be supported, you
will expect 95-100% validation of your results. You are probably not up to these
statistics yet. Maybe?

3. Treatment of results: Thirdly, you visualise your results by drawing graph(s).

What sort of graph(s)?

4. Treatment of results: Lastly, you examine your result for trends, patterns and
relationships.
3BGU Experimental Biology Diagnostic Evaluation September 2023
3BGU Experimental Biology Diagnostic Evaluation September 2023

GUIDE TO THE LAB REPORT

TITLE PAGE
● Your name(s)
● Your class
● Institution & place (Liceo Campoverde, Quito)
● Date
● TITLE - The title of your LAB REPORT should be a clear, focused summative
statement of your investigation, which gives the reader an indication of your topic. It
should not be phrased as a research question.
● The research question
[2 POINTS]

Part 1: INTRODUCTION & CONTEXT

The Introduction provides the focus and scope of the Experimental Investigation.
It should contain:
1.1 Justification
Why undertake this investigation? What makes this investigation unique and
special to you? What observations have led to this investigation? (Ownership!)

1.2 Background and context

Your preliminary, background and supporting research. This section may be
quite long. For an experimental investigation, it is here where you will examine
all your variables. If you are also doing research, it is here where you describe
and investigate each of your critical axes. All aspects of the context should be
covered.

1.3 Research question

A statement of the problem to be investigated by means of a clearly stated
research question.

1.4 Hypothesis
A testable ‘if-then’ statement, followed by its justification.

1.5 Prediction: Brief statement of the general procedure and method employed
to answer the research question and test the hypothesis, with expected results.

It is quite probable and certainly allowable that you return to and complete the
Introduction after you have completed the main work of the experimental investigation.
[5 POINTS]
3BGU Experimental Biology Diagnostic Evaluation September 2023

Part 2: THE INVESTIGATION

A description of how the investigation was carried out. The goal is that the investigation
is described in a way which would enable another investigator to collect similar results
and arrive at a similar conclusion. The design of the investigation should lead to the
collection of statistically useful, quantitative results, in the form of primary and/or
secondary data.

2.1 Method - if necessary include images and/or photographs. Evidence!

Materials & Equipment
Variables - best presented in the form of a table
Independent variable - how was it set
Dependent variable - how was it measured
Controlled variables - how controlled variables were handled .
Procedures - use numbered points to establish the sequence of events. Repeats?
Uncooperative specimens?
Risk Assessment & Safety (if appropriate)
Ethical and environmental considerations (if appropriate)

2.2 Raw Results

Results may be qualitative but should always be quantitative. Results and raw data
should be presented in the form of a table (which was probably prepared before the
investigation started). Remember column and row titles and units of measurement.

2.3 Treatment and analysis of results

2.3.1 Treatment of results
● Statistical or mathematical manipulation
● Graphing - graphs are best completed digitally and should have a
title and a caption which is a brief sentence or two of explanation.
2.3.2 Analysis of results
● Note that this is not discussion
● Statements drawing attention to patterns, trends and
relationships, which can be used to interpret results.

It is important to draw attention to and quantify, if possible, errors in the results, and to
highlight limitations – see Part 4, below.
[5 POINTS]

Part 3: DISCUSSION
3.1 Discussion
This, although it may not be the longest part of your Lab Report, is the most important
part. Critically interpret your results and find meaning. Keep the focus on a response to
your research question and hypothesis. You should be quantitative in your discussion,
so that you have actual numbers and figures to use when justifying your conclusion.

3.2 Conclusion
3.2.1 A statement of your conclusion. This should be directly derived from
3BGU Experimental Biology Diagnostic Evaluation September 2023

the discussion of your results. The conclusion should be a simple

statement of support or rejection for your hypothesis
3.2.2 Justification for your conclusion. This uses your results and their
analysis and interpretation, to give support to your conclusion. Be
careful here not to repeat your discussion; draw attention to the
interpretation and meaning, and use the quantitative findings.

3.3 Meaning
Interpretation and implications. What is the meaning of these results and
conclusions? What is learnt from your investigation? Are there applications for
your findings? Are there surprises?
[4 POINTS]

Part 4: EVALUATION
4.1 Identification of errors in the investigation, and their sources
Aim to identify at least three clear errors in your procedure or research, and
quantify these errors – what precise impact might they have had on your results and
conclusion? Errors may be Systematic, Random or Blunders.

4.2 Modifications and improvements

Propose how the three errors and limitations listed previously could be reduced or
eliminated - be scientific and exact.

4.3 Proposals for extension

● Questions which your research or experimentation has thrown up and which
need further investigation.
● A proposal for an alternative, if you rejected your hypothesis.
[3 POINTS]

Part 5: BIBLIOGRAPHY
Follow the APA convention Edition 6 for referencing journals, books and web pages,
and for citing any sources used in the lab report.
[1 POINT]

TEST ASSESSMENT
At the end of the investigation, after the Lab Report has been submitted, there will be an
individual test assessment, covering all aspects of the investigation, focussing on your
understanding of the process and its results and conclusions, and your knowledge about
the topic.
[5 POINTS]
 3BGU Experimental Biology Diagnostic Evaluation September 2023

ADDITIONAL ASSESSMENT FOR THE DIAGNOSTIC EVALUATION

SKILL-SET FOR THE SCIENCES LICEO CAMPOVERDE 2023-2024
SS1. OBSERVING QUALITIES: Observation is the bedrock of scientific inquiry. It allows students to keenly perceive the world around them. Qualities are sometimes
not measurable but nevertheless their observation and careful recording play a vital part in the way we describe scientific phenomena.
SS2. MEASURING QUANTITIES: Measurement is the language of science, enabling us to quantify and compare phenomena of the natural world and is supported
by the need for precision and the use of appropriate units in measurements. These aspects help students develop a deeper understanding of the quantitative
nature of scientific observations.
SS3. SORTING & CLASSIFYING: Sorting and classifying are essential skills for organising information and identifying patterns or trends. This skill allows us to
introduce the concept of hierarchical classification systems, which enables students to grasp the interconnectedness of different scientific concepts and
phenomena.
SS4. INFERRING: Inference is the art of drawing logical conclusions based on available evidence. This skill is dependent upon developing critical thinking and
logical reasoning. Students must be able to analyse data, make connections between cause and effect, and consider alternative explanations for observed
phenomena.
SS5. PREDICTING: Prediction is the act of using existing knowledge to anticipate future outcomes and is dependent upon the concept of probabilistic thinking. This
enables students to understand that predictions are not always certain and that scientific knowledge is subject to revision based on new evidence.
SS6. EXPERIMENTING: Experimentation is the heart of scientific investigation and depends upon the importance of designing controlled experiments, collecting
and analysing data, and drawing valid conclusions. Students should think critically about experimental variables and the reliability of their results.
SS7. RESEARCH: Research is the systematic pursuit of knowledge by gathering, critically analysing and drawing meaningful conclusions from a variety of existing
sources. By cultivating the skill of research, students develop the ability to ask probing questions, locate reliable sources and synthesise information. Research
empowers students to make informed decisions and engage in intellectual exploration.
SS8. COMMUNICATING: Communication is vital for sharing scientific knowledge and collaborating with others, and incorporates the art of effective scientific
writing and presentation in different media. Students must convey their ideas clearly, concisely, and with appropriate scientific terminology.
SS9. EVALUATION: Evaluation involves critically assessing scientific information, arguments, evidence and processes. It empowers students to distinguish between
reliable and unreliable sources, identify biases, and make informed judgments. Students should be encouraged to question the validity and reliability of scientific
claims, fostering a healthy scepticism that drives them to seek evidence-based conclusions.
SS10. COLLABORATION: Collaboration is the cornerstone of scientific progress. It encourages students to work together, share ideas, and pool their knowledge
and skills. By promoting collaboration, you foster an environment where students can engage in scientific discourse, learn from one another, and develop
teamwork and communication skills that are vital in the scientific community.

Profile of a good student of science

● Creative ● Collaborative
● Intellectually honest ● Inquisitive
● Proactive ● Observer
● Precise ● Explorer
● Organised ● Open-minded
● Analytical ● Ethical
● Justified ● Environmentally responsible

SKILL-SET FOR THE SCIENCES 2023-2024 1 0

SS1. OBSERVING QUALITIES

SS2. MEASURING QUANTITIES

SS3. SORTING & CLASSIFYING

SS4. INFERRING

SS5. PREDICTING

SS6. EXPERIMENTING

SS7. RESEARCH

SS8. COMMUNICATING

SS9. EVALUATION

SS10. COLLABORATION
3BGU Experimental Biology Diagnostic Evaluation September 2023

SPECIFIC COURSE OBJECTIVES FOR EXPERIMENTAL BIOLOGY

1. Develop an understanding of the scientific method and its rigorous application in
experimental biology.
2. Cultivate critical thinking and problem-solving abilities by engaging in the design,
execution, and evaluation of experiments in diverse biological and interdisciplinary
domains, fostering skills in data analysis and interpretation, including statistical
procedures.
3. Foster effective communication skills by presenting scientific findings in written, oral,
and multimedia formats, emphasising clear and concise scientific communication.
4. Promote teamwork, collaboration, and high standards in scientific research,
emphasising the responsible use of living and non-living biological material and data,
and the proper consideration of any ethical, environmental, economic, cultural, and
social implications.
5. Enhance problem-solving abilities by applying biological concepts to real-world
issues and unfamiliar challenges, and designing innovative solutions.
6. Appreciate the possibilities and limitations of experimental biology in resolving
ethical, environmental, economic, cultural and social problems
7. Expand knowledge of fundamental biological concepts and principles, including cell
structure and function, biochemistry, genetics, evolution, ecology and physiology,
through observation, experimentation, research, literature review and analysis of
data.
8. Acquire proficiency in applying a body of knowledge, methods, tools, techniques and
digital skills that characterise the discipline of experimental biology.
9. Explore and assess the merits of current advances and emerging trends in the field
of experimental biology by means of research, literature and media review, and
discussion.
10. Cultivate a passion for scientific inquiry, curiosity and a lifelong appreciation for the
biological sciences.

OBJECTIVES 1 0

1. SCIENTIFIC METHOD

2. CRITICAL THINKING & PROBLEM-SOLVING

3. COMMUNICATION

4. COLLABORATION

5. DESIGNING SOLUTIONS

6. POSSIBILITIES & LIMITATIONS

7. KNOWLEDGE IN BIOLOGY

8. APPLICATION OF KNOWLEDGE & SKILLS

9. EXPLORATION

10. PASSION
 3BGU Experimental Biology Diagnostic Evaluation September 2023

COMPROMISO PERSONAL
You might also like to at least mentally complete this rubric for your Compromiso Personal
with this subject so far, Experimental Biology.