Please help me out with this predator response lab. You should fill up the Tadpole Data Sheet by watching the 2 videos EEMB 138 tadpole group A and EEMB 138 tadpole group C. After that finish the Tadp

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Please help me out with this predator response lab. You should fill up the Tadpole Data Sheet by watching the 2 videos EEMB 138 tadpole group A and EEMB 138 tadpole group C. After that finish the Tadpole Worksheet. There is a Predator Response Protocol for you to get start with it. Feel free to text me if you have any question. Thanks.

Video link:

EEMB 138 tadpole group A:

https://drive.google.com/file/d/1sOebG4p9beQazKG2G3vQV6zkHSMZJSZi/view

EEMB 138 tadpole group C:

https://drive.google.com/file/d/14-hmVnGa_JbcTBKRIUvW7aKgUQsIDIPV/view

Please help me out with this predator response lab. You should fill up the Tadpole Data Sheet by watching the 2 videos EEMB 138 tadpole group A and EEMB 138 tadpole group C. After that finish the Tadp
LAB 5: Pr edator Response Native Pacific Tree Fr og Tadpoles vs. African Clawed Fr og As a line of defense against predation, animals that are preyed on have developed dif ferent anti-predation strategies. Think back to the first couple weeks of lecture where the stotting behavior of gazelles was mentioned. Another strategy, and the focus of this lab, is stillness. T adpoles often display reduced levels of activity when faced with the possibility of predation. Strategies that mitigate predation are keystone behavioral strategies that help to maintain predator -prey equilibrium. But what happens when prey are exposed to novel predators? Oftentimes when or ganisms are introduced into locations outside of their geographic ranges, they glitch predator -prey equilibrium in two ways: (1) the nonnative predator (in this case the African Clawed Frog) is often unrecognizable within the food-web of this new range and so animals whose evolutionary histories have are entrenched in that locale may not recognize the nonnative predator as a potential food source. (2) the anti-predation strategies of prey (in this case the Native Pacific Tree Frog T adpole) which have evolved as a result of the dynamic and specific evolutionary pressures of that ecosystem may not work to mitigate predation by a nonnative or ganism. In this lab we are going to observe Native Pacific Tree Frog tadpoles response to the African Clawed Frog. The experimental design follows. Enclosure Design: There are two bins: one control bin and one treatment bin. Both bins are rectangular and filled to the brim with water . Each bin is sectioned in half with an enclosure net (essentially tennis net) allows the movement of water and sight from one side to the other but does not allow for the movement of the tadpoles or the frog from side to side. The control bin has a tadpole plopped on one of the sides. The treatment bin has a tadpole and African Clawed Frog position on opposites of the bin (separated by that net). T reatment Design: On Gauchospace, you will find four videos labeled A,C,D,E. Each video is ~11 minutes in length and divided into 5 separate trials. In total there are 20 trials (n). What you need to do: T ask : Record the total amount of movement (in seconds) of both tadpoles (control & treatment) for every trial. I recommend focusing your attention on one tadpole (control first for instance) for the whole video, rewinding and then following the one you ignored. Data collection: When a tadpole begins to move, pause the video and rewind until you just see movement beginning (reaction times are slow and we want to accurately capture movement onset). Record the start time on your Excel datasheet, and then count the number of seconds until the tadpole stops moving. Then record the number of seconds for each movement on your Excel datasheet. T adpoles love to start then stop in a way that can make accurately recording total movement tedious. To combat this (and ensure sampling homogeneity) when you observe a tadpole to stop moving count “1-MISSISSIPPI” aloud. If the tadpole continues moving before you can finish that phrase – continue observing(keep the clock running). If this happens multiple times keep iterating. If you are able to complete a “1-MISSISSIPPI” before the tadpole resumes movement pause the video and record total movement time (Current time – Time of movement onset). Note: This experiment will take a long time to complete if done alone. Because students usually work in groups to collect the data, we have pr ovided you with the data for groups D and E (filled in on Excel spreadsheet). Y ou will only be collecting data for A and C.

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