Stockrahm...Courses Taught

Animal Behavior Addendum to Bibliography

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General Zoology (BIOL 303)

(Taught Spring Semester)
(This course will not exist in its present form after Spring 2004)

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Wildlife Ecology (BIOL 455)

(Taught Alternate Years Fall Semester)

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Cell Biology Labs (BIOL 111)

(Taught Fall Semester)

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Principles of Animal Behavior (BIOL 402)

(Taught Alternate Years Fall Semester - 2001)

Animal Behavior Syllabus

Animal Behavior Reading Assignments

Animal Behavior Observation Assignment

Ideas for Animal Behavior Research Projects

Animal Behavior Sparrow Observations

Animal Behavior Scavenger Hunt

BIOL 402  -	Principles of Animal Behavior Syllabus	  Spring 2008

Instructor:	Donna M. Bruns Stockrahm, Ph.D.
Department:	Biosciences
Office:	Hagen Hall 407S
Phone:		(218)  477-2576(Office)
		1-(218) 937-5280 (Home)
Email:		stockram@mnstate.edu
Website:	http://web.mnstate.edu/stockram
Office Hours:See office hours posted on my office door

Location:	Lecture & Lab held in Hagen Hall 410 and 408.

Course Description:

(3 credits, includes lab).  The genetic, ecological, evolutionary and 
physiological aspects of animal behavior including the historical 
background, kin selection, communication, aggression, navigation, and
reproductive behavior.  With lab.  Prerequisite:  BIOL 341, 345.
2, 1-hr lectures and 1, 3-to-4-hr lab per week).

Required Text:  Drickamer, Lee C., Stephen H. Vessey, and 
		    Elizabeth M. Jakob.  2002.  Animal Behavior:  
		   Mechanisms, Ecology, and Evolution. McGraw-Hill, 
		   New York.  422pp.  (5th Ed.)

Required Readings:	Are included on a separate list.  Students will also 
			choose some additional readings.

Prerequisites:	BIOL 341 (Genetics) and BIOL 345 
(Ecology/Evolution) or permission of instructor.  It is assumed you 
know the basic concepts of development and neural 
anatomy/physiology that are covered in general biology.

Class meets for 2, 1-hr lecture periods and 1, 3-to-4-hr lab/recitation/ 
field period per week (field trips might extend beyond 3 hours).  
The lab/recitation period will consist of lab exercises and oral 
presentations/discussions on the readings as well as films 
demonstrating various concepts in animal behavior.  Most weeks, we 
will read papers relating to a particular topic and students will 
be responsible for giving a brief synopsis of each reading, then 
leading a class discussion.  We will have some field trips and 
opportunities for observing animal behavior and/or
gaining hands-on experience.

Course Objectives/Student Learning Outcomes:

1)	To gain an understanding of the genetic, ecological, 
	evolutionary and physiological aspects of animal behavior.

2)	To gain an understanding of the historical background to the 
	study of animal behavior, as well as selected topics such 
	as kin selection, communication, aggression, navigation, 
	social behavior, and reproductive behavior.

3)	To gain hands-on experience in animal observation.

4)	To gain experience in critically analyzing literature
	in the field of animal behavior.

Attendance Policy:

See MSUM Student Handbook for Student Absence Policy:
http://web.mnstate.edu/sthandbook/POLICY/index.htm

Class attendance is expected, and lab attendance is mandatory as
it is nearly impossible to make up a lab.  Oral participation and 
reading all of the assigned papers are mandatory.

Course Requirements:

1.	Notebook:  Students will keep a detailed notebook on all lab 
	exercises, readings, films, and field trips.  Data 
	from your independent research project should also 
	be kept here. (This is separate and in	addition 
	to your "lecture notes" notebook.)

2.	Project--  You have several options for your project:

	A. 	RESEARCH PROJECT:

Project should be set up preferably as an experiment testing a 
hypothesis.  In special cases, an observational study might be 
permitted.  Project must include at least 10 hr of 
observational data. A research paper of the project will be 
written in standard scientific format including introduction, 
materials and methods, results, discussion, and literature 
cited (with a minimum of 10 references, preferably from the 
primary literature, not just from the WEB).  Students will give 
in-class, oral presentations on their research.  Students may work in 
pairs if they wish, but each person must contribute equally to the 
project and be able to demonstrate evidence of this equal 
partnership.

	B. 	RESEARCH PROPOSAL:

Proposal should be written in the correct professional format for 
the funding agency to which you would submit the proposal.  You 
choose which funding agency to which you would want to submit the 
proposal (you do not really have to submit it).  Preferably the 
proposal should test a particular hypothesis.  Proposal must be a 
minimum of 15 pages long and, at a minimum, include:  1)  A brief 
description of proposed project (1 page - sort of like an 
abstract), 2)  Detailed description of project, 3)  Methods section 
which includes the experimental design as well as the statistical 
methods you plan to use to test the hypothesis (including all 
appropriate references), 4)  objectives, 5)  Future research plans, 
6)  Detailed literature review of the topic which must include a 
minimum of 20 references from the primary literature (this means 
from scientific journals;  you can have additional references from 
the WEB, but not in place of the 20 journal articles).

C.	TEST OF A HYPOTHESIS USING A LITERATURE REVIEW:

For this project, the student will study the animal behavior 
literature and find a controversial topic.  You will then present 
the literature in such a fashion as to represent the various 
interpretations, presenting evidence to support and/or reject a 
particular hypothesis.  This paper will be more than just a 
literature review, however, because you will then interpret all the 
information and write how you interpret the information.  Which 
interpretation has the most merit?  Which hypothesis is more 
plausible?  Do you want to offer an alternative hypothesis?  You 
must back up your statements with proper citations of the 
literature and your logic.  You must cite a minimum of 20 references 
from the primary literature (this means from scientific journals;  
you can have additional references from the WEB, but not in place 
of the 20 journal articles).

	
3.	Oral Presentations:								

	Each student will give a minimum of 3 in-class, oral		
	presentations on the readings (number of readings will depend on 
	number	of students in the class).  Student will give a 		
	brief synopsis of paper then he/she will lead the class 	
	in a discussion on the paper.

4.	Exams:

	Four exams will incorporate information from 		
	lectures, films, oral presentations, labs, 
	and readings.

Evaluation Standards/Course Grading Policy:

Grading:Exam 1...........100 points		A.....90-100%
	  Exam 2...........100 points		B.....80-89
	  Exam 3...........100 points		C.....70-79
	  Final........... 125 points		D.....60-69
	  Presentations......5 points 		F.....below 60
	  Lab Write-Ups ....25 points
	  Notebook..........25 points
	  Research Project.100 points
												-3-
Presentations & Notebook are mandatory for receiving credit for the 
course.

The required readings will be on reserve in the Ecology Dry Lab (Hagen 410). 
Papers must be read there and are not to be taken out of the room (only exception 
is if you quickly photocopy the article and return it).  Additional readings will be added as the
course progresses allowing us to look at some of the latest literature.

Lectures and lab/recitations will be integrated as much as 
possible.  The topics covered are listed below.  Some additional 
readings will be added. Movies will be shown during some labs.  
Lab sequence might change depending on weather and/or availability 
of animals.          

Course Outline:

WEEK	TOPIC				REQUIRED READINGS (*)
(Date refers to the Monday of that week)

1	LECTURE
(7 Jan)- Introduction			*Text - Ch. 1, 2
	- Historical Background

	LAB
	- NO LAB THIS WEEK

2	LECTURE
(14 Jan)- Approaches and Methods      	*Text - Ch. 3	                  	
	- Genes and Evolution		*Text - Ch. 4

	LAB
	- Introduction to lab, lab/field notebooks
	- Scavenger Hunt
	- Cricket Lab (Ethograms)(Part 1)
	- Movie (time permitting)

3	LECTURE
(21 Jan)- Behavioral Genetics		*Text - Ch. 5
	- Evolution of Behavior     	*Text - Ch. 6		  	
	  Patterns

	LAB (Martin Luther King Day - no lab)

	- Ethogram Exercise on your own time - see directions
	
4	LECTURE
(28 Jan)- Exam 1
	- Social Behavior			*Text - Ch. 19

	LAB
	- Cricket Lab (Part 2)
	- Movie

5	LECTURE				   
(4 Feb)- Sociobiology			*Wilson (1980) - Ch.1,2,19
		
	LAB
	- Movie	
	- TBA - Habitat Selection (if animals available)

6	LECTURE
(11 Feb)- Communication	        	*Text - Ch. 12
		         
	LAB	
	- Field trip to local pet stores to observe animal
	  behavior (weather permitting)

7	LECTURE
(18 Feb)- Nervous System & Behavior 	*Text - Ch. 7 

	LAB 
	- Crayfish lab:  set-up, initial observations
	- Movie
	- Discussion on Readings

8	LECTURE
(25 Feb)- Hormones & Behavior	  	*Text - Ch. 8
	- Exam 2

	LAB  
	- Crayfish lab (continued)
	- Movie
	- Discussion of readings

9	SPRING BREAK - NO CLASS
(3-7 Mar)

10	LECTURE
(10 Mar)- Development of Behavior   	*Text - Ch. 10

	LAB
	- Crayfish lab (finish)
	- Discussion of readings
	- Movie

11	LECTURE
(17 Mar)- Learning 				*Text - Ch. 11	

	LAB
	- Guest Speaker and Seeing-Eye Dog "Patton"
	(training dogs, seeing-eye dog program)
	- Movie

12	LECTURE 
(24 Mar)- Conflict				*Text - Ch. 16

	LAB
	- Field Trip (MSUM Science Center) - Competitive
	  Behavior of Birds at Feeders

13	LECTURE
(31 Mar)- Exam 3
	- Biological Rhythms		*Text - Ch. 9

	LAB		
	- Computer Simulation Lab on Animal Behavior (Permitting
	  we can get the software); alternative lab - Fish Behavior
	- Discussion on Readings 

14	LECTURE
(7 Apr)- Sexual Reproduction 		*Text - Ch. 17
	  & Parental Care			   

	LAB
	- Field Trip:  Red River Valley Zoo 
	  (Weather permitting)

15	LECTURE
(14 Apr)- Mating Systems 			*Text - Ch. 18	
	  & Parental Care
	- Migration, Orientation,   	*Text - Ch. 13	
	  & Navigation			 

	LAB
	- Human Mating Choice Using Want Ads - Lab
	  Exercise
	- Discussion on Readings

16	LECTURE
(21 Apr)- Habitat Selection		*Text - Ch. 14	
	- Foraging Behavior	   		*Text - Ch. 15

	LAB
	- Foraging Lab
	- Discussion on Readings
	- Movie

17  	LECTURE
(28 Apr)- Catch Up

	LAB
	- Student oral presentations of projects

Final Exam:  TBA
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ACADEMIC HONESTY

See MSUM Student Handbook;
http://web.mnstate.edu/sthandbook/POLICY/index.htm

SPECIAL ACCOMMODATIONS

From the Disabilities Office: Student with disabilities who believe that they may need an accommodation in this class are encouraged to contact Greg Toutes, Coordinator of Disabilities Services, at 477-5859 (voice) or 1-800-627-3529 (MRS/TTY), CMU 114, as soon as possible to ensure that accommodations are implemented in a timely fashion.

 
UpDated by DMBS: 9 January 2008

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***************************************************************

Reading List/Discussion Topics will be distributed separately.

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Animal Behavior (BIOL 402)

Paper Presentations and Discussions:	Updated 9 January 2008

(Some more papers will be added during the course)

"*" designates required reading

DISCUSSION 1:	   
		- Basic Concepts  		   * Harlow (1959)
 		- Instinct        		   * Hess (1958) or (1959)
 						   * Tinbergen (1952)
						   * Moors (2003)NEW

DISCUSSION 2:		   	   				
		- Infanticide			   * Hoogland (1982, 1985)	
		- Genetics        		     Maynard Smith (1964)
		- Kin Selection   		   * Moehlman (1979)
		- Altruism        		   * Power (1975)
		  	   		   	   * Tiffany-Castiglioni (2004)
						     (Parts I and II) NEW

					   
						     Wilson (1980) - Ch. 5
						   * Hamilton (1963)   		
				    			Brown & Brown (1981)
							Brown (1974)
							Eberhard (1972)
							Erlenmeyer-Kimling
									& Jarvik (1963)								Holmes & Sherman (1983)
							Mayr (1977)
							Meikle and Vessey (1981)
							Sherman (1977, 1981)
						     Wilson (1973)
							Trivers (1971)
							Hrdy (1974, 1976, 1977,	
									1979, 1981)
						   * Emlen et al. (1995)

DISCUSSION 3:			
		- Sociobiology	   		   
		- Social Behavior 		   * King (1959)
						   * Calhoun (1962)
						   * Getz and Carter (1996)NEW	
					 	   	Barash (1974)
						 	Bertram (1975)
							Schneirla and Piel (1948)
							Shaw (1962)
							Kleiman& Eisenberg (1973)
							Alexander (1974)								Axelrod & Hamilton (1981)
					   	   	Bekoff
							    (1974a,'74b,'74c,77)
							Caraco & Wolf (1975)  
         						Chadab&Rettenmeyer (1975)
							Emlen (1952)
							Bock (1980)
												-2-
DISCUSSION 4:						 	 
		- Communication   		   * Premack (1971)  
		       	     		     	  	Wilson (1980) - Ch. 8,9,10
				                   * Bekoff (1977)
						   * Holldobler (1971)
						   * Nieh (1999) NEW
				                 	Bronson (1971)
							Bullock (1973)
							Carlson & Copeland (1978)
							Crews & Greenberg (1981)
							Fouts (1973)
							Gardner & Gardner (1969)
							Kalmijn (1971)
							Marler (1957, 1967)
							Menzel (1971)
							Morris (1956)
							Payne & McVay (1971)
							Savage-Rumbaugh
								et al. (1980)
							Sebeok (1965)
						   * Provine (1996)
						   * Schwenk (1995)
						   * Holden (1994)

		- Aggression      		   * Guhl (1956)
		- Dominance 	   		   * Calhoun (1962)- see above
		- Hierarchies	   		   * Wilson (1975a)	
							Rowell (1974)	
							Meikle et al. (1984)
							Nice (1941)
							Maynard Smith & Price 	
								(1973)
     							Wilson (1980)- Ch.11,13

DISCUSSION 5:		
		- Learning & 	   		   * Text - Ch. 9, 10
		  Motivation  			   * Cowley (1988)
						   * Bitterman (1965, 1975)
							Hailman (1969)
							Marler & Peters (1977, 	
								1981)
				  			Moltz (1965)
							Seligman (1970)
							Shettlesworth (1972)
							Lehrman (1953)
						   * Wasserman (1995) 
									
DISCUSSION 6: 
		- Sexual Behavior		   * Buss (1994)
		- Mating Systems  		     Hutchinson (1959)
						   * Daly & Wilson (1983) -
							Pages 301,308,309
						   * Hrdy (1986)
							Bateman (1948)
						   * Emlen & Oring (1977)
				  		   * Weisstein (1982)
						   * Abele & Gilchrist (1977)
						   * Quaid and Peck (2003)NEW
						     Burley (1979)
							Dewsbury (1972)-very long
							Wilson (1980)-Ch. 15, 	
								p.279
							Immelmann (1972)
							Orians (1969)
							Zeveloff & Boyce (1980)
							Skutch (1949)
							Meikle et al. (1984)
							Jenni (1974)
							Lack (1949)
							Amadon (1964)
							Daly (1978)
							Daly & Wilson (1983)								Greenwood (1980)
						   * Wright (1994)
						   * Borgia (1995)
						   * Davies (1995)

DISCUSSION 7:	 
		- Biological  	   		   * Takahashi & Zatz (1982)
		  Timekeeping     		   * Palmer (1975)
							Aronson et al. (1994)
							Page (1994)
						   * Barinaga (1995)	
						   * Takahashi & Hoffman (1995)
						   (This list be revised)

DISCUSSION 8:			
		- Migration 	   		   * Keeton (1969, 1970, 
		- Orientation  				1971, 1974)
		- Navigation	   		   * Sauer (1958)
						   * Southern (1969, 1972)
						   * Emlen (1970, 1975)
						   * Seachrist (1994)
							Carr (1965)
							Barbour et al. (1966)
							Mueller & Emlen (1957)
							Walcott (1977)
							Walcott et al. (1979)
							Zahl (1963)
						   (This list will be revised)

DISCUSSION 9:

		- Primate Behavior	             Wilson (1980) - Ch. 25
						     Lawick-Goodall (1971)-skim
					           * Booth (1988)
						   * Gurvis (1990)NEW
							Terrace et al. (1979)
							Meikle et al. (1984)
							Meikle & Vessey (1981)
						        Menzel (1971)
						        Premack (1971)
							Savage-Rumbaugh et al. 
								(1980)
							Hrdy (1981, 1986)
						        Fouts (1973)
							Gardner & Gardner (1969)
							Buettner-Janusch (1966)
							Harlow et al. (1971)
					            * Stanford (1995)
						    * Achenbach (2004)NEW

Animal Behavior - Reading List Addendum

Add these papers to reading list:		Updated 9 January 2008

(We will also  update list addendum during the course.)

Aronson, B. D., K. A. Johnson, J. J. Loros, J. C. Dunlap.  1994.
	Negative feedback defining a circadian clock:  autoregulation 
	of the clock gene frequency.  Science 263:1578-1584.

Barinaga, M.  1995.  Shedding light on the ticking of internal 
	timekeepers.  Science 267:1091-1092.

Borgia, G.  1995.  Why do bowerbirds build bowers?  American 
	Scientist 83:542-547.

Buss, D. M.  1994.  The strategies of human mating.  American 
	Scientist 82:238-249.

Davies, N. B.  1995.  Backyard battle of the sexes.  Natural 
	History 4:68-73.

Emlen, S. T., P. H. Wrege, and N. J. Demong.  1995.  An 
	evolutionary perspective.  American Scientist 83:148-157.

Grier, J. W., and T. Burk.  1992.  Biology of animal behavior.  
	Mosby- Year Book, Inc., St. Louis.  890pp.  (2nd Edition).

Holden, C.  (ed.)  1994.  Vertebrate vibrations.  Science 266:1810.

Holldobler, B.  1971.  Communication between ants and their guests. 
	Scientific American (March).  (Reprinted from book by:
	Gould, J. L., and C. G. Gould, Editors.  1989.  Life at the 
	edge:  readings from Scientific American Magazine.  W. H. 
	Freeman and Company, New York.  162pp.)  (This article is on pages 
	111-121).

Page, T. L.  1994.  Time is the essence:  molecular analysis of 
	the biological clock.  Science  263:1570-1572.

Provine, R. R.  1996.  Laughter.  American Scientist  84:38-45.

Schwenk, K.  1994.  Why snakes have forked tongues.  Science 263:
	1573-1577.

Schwenk, K.  1995.  The serpent's tongue.  Natural History 4:48-54.

Seachrist, L.  1994.  Sea turtles master migration with magnetic 
	memories.  Science 264:661-662.

Stanford, C. B.  1995.  Chimpanzee hunting behavior and human 
	evolution.  American Scientist 83:256-261.

Takahashi, J. S., and M. Hoffman.  1995.         .  American 
	Scientist 83:158-165.

Tinbergen, N.  1952.  The curious behavior of the stickleback. 
	Reprinted from Scientific American.

Wasserman, E. A.  1995.  The conceptual abilities of pigeons.  
	American Scientist 83:246-255.

Wilson, E. O.  1975.  Slavery in ants.  Scientific American (June). 
 	(Reprinted from book by:  Gould, J. L., and C. G. Gould, 
	Editors.  1989.  Life at the edge:  readings from Scientific 
	Magazine.  W. H. Freeman and Company, New York  162pp.) (This 
	article in on pages 122-128.)

Wright, R.  1994. Our cheating hearts.  Time 144:44-52.

Animal Observation Assignment:

Observe an animal of your choice for a continuous 1/2 
hour.  Make a chart of times and behaviors (be specific about the 
behaviors you observe).  Every time behavior changes, record it and 
the time.  Then go to the library and/or other references and read 
about what these behaviors mean.  Write a report (in proper 
scientific format- introduction, methods, results, discussion, 
literature cited) on your findings and interpretations;  include 
complete citations of reference(s) used.

Make an ethogram for your animal of choice (make it as 
complete as possible for the 1/2 hour you observe) and  
use it as a table in your results section.

An example of this exercise is located in our class reference files in Hagen 410.

Ideas For Animal Behavior Research Projects:	Updated 9 January 2008

Note:

Animal use and care guidelines make it much more 
difficult to work on vertebrates than invertebrates.  For projects 
dealing with mammals or birds, we more or less have to design 
something that does not require you to actually touch 
the animals.

1.	Birds/squirrels at feeders

2.	Food preference test - dominance hierarchy associated with 
	food access

3.	Ants - scent trails

4.	Spiders - web building, prey catching

5.	Bees - test different colors, tastes, sweetness concentrations
	(We can check with NDSU on availability)

6.	Domestic animals - all kinds of stuff!
	(check with instructor - animal use and care guidelines still 
	prevail)

7.	Crayfish - substrate preferences, dominance hierarchies 
	relating to size, sex, who was there first, etc.

8.	Gophers - dig out their burrows and determine how gophers 
	respond to the disturbance;  look at burrow distribution and 
	habitat preference patterns

9.	Deer - tracks, scats, observations - habitat use, response to 
	human approach, deer season behavior

10.	Response of animals to human presence - with/without blinds, 
	different colored/shaped blinds, different color of human 
	clothing, washing clothes in special substance so whites do 
	not appear brilliant under UV light (deer can see the UV 
	portion of the spectrum)

11.	Experiment comparing different methods of sampling animal 
	behavior, e.g., continuous sampling vs. spot sampling, 
	focal-animal sampling vs. scan-sampling

12.	Scents:  predator/prey reactions to scents that can be 
	purchased commercially

13.	Fish behavior

14.	Turtle behavior
******************************************************************
For other ideas, see file of past student projects on reading shelf 
in Room 306.

						Update 9 January 2008

Donna Stockrahm's Personal Library Has References on the Behavior 
of the following topics.  Take note that these are my personal 
books, and as such, you must take good care of them.  They are not 
to be taken out of Room 306 unless you have my special permission.

1.	Wild Birds (Stokes Series I, II, III)

2.	Domestic Dogs (Morris 1986)

3.	Domestic Cats (Morris 1986, 1987)

4.	Domestic Horses (Morris 1988, Waring 1983)

5.	African Mammals (Estes 1991)

6.	Domestic Animals:  Dogs, Cats, Horses, Pigs, Cattle, Sheep
	(Albro Houpt 1991)

Various Textbooks on Animal Behavior and Behavorial Ecology






**************

Sparrow (or Bird) Observation Lab	Updated 9 January 2008

1. 	Describe appearance of species.

2.	Is it a mixed-species flock or single-species flock?

3.	What is size of flock?

4.	Are there other flocks nearby or is this flock isolated from 
	conspecifics?

5.	What is spacing between flocks if other flocks are present?

6.	Do flocks seem to have any interaction with each other?

7.	Can you tell males from females?
	On the basis of what? e.g., color, behaviors?
	How do behaviors differ?  e.g., dominance, display to same 
	sex, display to other sex, response to humans?

8.	Can you tell mature from immature animals?
	Same questions as # 3 above.

9.	How do birds seem to communicate with other birds?

10.	In a flock, all the birds seem to move together when the flock 
	flies from place to place.  Is this true?  
	How do they seem to communicate to the other birds so they 
	function as a group?  
	How important does visual communication seem to be?  How about 
	vocal communication?

12.	Do there seem to be any displacement behaviors?

13.	Do there seem to be any stereotype behaviors?

14.	Make an ethogram for this species (or as close as you can
	approximate it with the time allotted.)

15.	Be sure to include: feeding/drinking behaviors, pecking, 
	vigilance, locomotion (flying, hopping, etc.)



**********

 Animal Behavior Scavenger Hunt		9 January 2008

Find examples of the following behaviors in both vertebrates 
(non-human) and invertebrates.  For context, include things like:

	- Is this a solitary behavior?
	- Are other animals of same species present?
	- If/how other organisms respond to behavior of observed 	 
 	  animal.
	- Was the behavior part of a sequence of behaviors?

Behavior		Animal		Description		Context

Food getting

Ingesting

Aggression

Auditory		                                                   
Communication

		
Non-Auditory	                                                   
Communication	                                                   
(Movments,	                                                   
Orientations,	                                                   
Expressions,etc)

Grooming		                                                   
(Self, Others)

Dominance		                                                   
Hierarchy

												-2-
Locomotion

Orientation	                                                   
Away or Towards	                                                   
Stimuli

Habitat		                                                   
Selection		                                                   
Behaviors

Parent/Offspring                                                  
Interactions

Social		                                                   
Behaviors

Other 		                                                   
Behaviors

Questions:

1.	Can you tell if organism is male or female?  Older or younger? 
	How - Physical (color, markings, structures) or
	Behavioral (males/females older/younger behave differently)?

2.	Of the above behaviors, which one(s) seem to be more complex 
	and which more simple?

3.	Which behaviors seem to have some element of learning in them?

4.	Which behaviors seem very repetitive and seem to be based more 
	on instinct than on learning?

5.	What did you think was the most interesting behavior?  Why?

6. 	Anything else you want to add?

******************************************************************

Find at least 3 journals that publish mainly or all articles on 
animal behavior.  (Check library, Biology Seminar Room, Computer-
On-Line, etc.)