BIO152H5 Lecture 17: Lecture 17.docx

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coralhare22

1 May 2012

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Document Summary

Cognition - recognition and manipulation of facts about the world and the ability to form concepts and insights. Higher order thinking: able to manipulate something in your environment. Tested by setting up experiments that animals can solve problems. New caledonian crows: make tools and solve complex problems. New caledonian crows make and use several types of tools. ex. Straight sticks are used to fish or pry food from crevices. Hooks are made by breaking parts off leaves. Several cuts and tears are used to make spearing tools. Crows will figure out how to use the wire as a tool to remove the bucket from the tube. Results: female crows can use tools to solve problems & can make tools from unfamiliar materials to solve problems. Further tests show that they can use other tools & modify them to solve problems: see diagram.

Related Questions

Scientific Method Exercise
Identify a situation in which you applied the scientific approach to solving a problem. Share your thinking! The problem you choose to write about can be very simple, such as: my flashlight won't work, or my car won't start, or I baked muffins and they were flat ( didn't rise properly) , or the toilet won't flush properly, or better yet, think of your own. These probably don't sound like "science" problems, but it is most likely that you would use the scientific method to solve them, without even realizing it. Avoid using people problems and child or pet behavior issues as your "problem." Follow these steps to create your first writing assignment:

1. Describe the situation and your observation,
2. Describe your hypothesis to explain the observation.
3. Describe your further observations or experiments to test the hypothesis. Be sure your hypothesis is one that can be tested. Consider what you might use for "controls".
4. Was the hypothesis correct? If not, can you find a better one? Or do you need a better experiment? If so, what would it be?

The assignment should be formatted as follows: Be sure to include the labels, so it is clear that you recognize and identify each step in the process.
Problem: (briefly describe your problem here)
Question: (This may be a "how" or "why" question that you will formulate a tentative answer to. Your tentative answer is your hypothesis.)
Hypothesis: (State the answer to your question above. This is your "best guess" regarding the answer to the question.)
Prediction: (This describes your experiment very briefly and states the outcome you expect that would support your hypothesis)
Experiment: (Describe how you tested your hypothesis)
Results: (Describe what happened, and whether the results supported or failed to support your hypothesis)

Is the ability to learn under pressure from natural selection âis natural selection favoring those individuals who can learn orlearn âbetter?â How do you know that (think about if the ability tolearn is ârandomâ or âuniversalâ for a species of animals and thatthe only real questions is the level of the ability)? Do animalshave the ability to learn anything or from any kind of experience(not that they can learn calculus!!) or is what they have theability to learn dependent on something? What could have been apossible explanation for the differences that were seen between thetwo populations of Morning Doves in terms of learning? Whatexperiment did we look at that removed this âpossibility?" In termsof âwhatâ you need to learn, what might your ability to learndepend on? Are the priorities of males different from females, andif so how? In general what two principal factors shape the behaviorof an individual?