Plant and Animal Responses | NCEA Level 3 Biology Strategy Video | StudyTime NZ
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Plant and Animal Responses | NCEA Level 3 Biology Strategy Video | StudyTime NZ

– Kia ora guys, I’m McKenzie – Kia ora, I’m Kiya. – And this is StudyTime’s
level three strategy video for plant and animal responses. So a little bit about this
standard, it’s all about how organisms grow, move, survive,
and co-exist with each other, and some of the key ideas
within this standard is the relationships between species,
and within the species, biological rhythms and
movement and growth responses. – This topic has a lot
of content to be covered so it might be hard to
know what to prioritize when you’re studying. In this video we’ll walk
through some common questions and as well as some
strategies for success. Let’s get into it. Absolutely everything
in this paper comes back to a survival advantage. That said, keep in mind
that most responses have a disadvantage as well as a positive. For example, an animal
that puts in lots of energy into their offspring is
advantaged because their offspring is more likely to
survive, but they are also disadvantaged because
of the survival cost. Round off your answer with
an explanation as to why the positives outweigh the negatives, which is why the organism
has developed that response. – In answering your questions
you should be specific about how the survival advantages
arise, and quite commonly these come about by
increasing genetic diversity, like having pollinators for
trees, getting energy or nutrients like plants
moving towards the sun, decreasing competition for
resources by killing others, gaining protection from predators
such as moving in groups, exploiting new resources
others can’t, like plants using the sun and animals eating meat, and saving energy such as hibernation, guaranteed mate selection
such as mating for life, and passing on as many
of your genes as possible and this can be seen in
polyamorous species such as seals that have harems and colonies. – A part of this topic that people seem to have trouble with is actograms. Make sure to brush up on how
to find a free running period from an actogram. This might seem tricky but
it’s really just figuring out how much earlier or how much
later an activity starts each day. – Another tricky topic
within this standard is photoperiodism and the
two different phytochromes that control it. So it’s important to bear
in mind that plants flower at different times of the
year depending on how long the days are, and this
is controlled by the two different types of phytochromes. So what happens during the
day is the plant catches the red light and it’s
absorbed as far red light. Now during the nighttime,
this far red light is slowly and gradually turned
into just red phytochrome. Now it’s important to bear
in mind that the flowering of these plants is actually
controlled by the length of nights as opposed to the days. So, if you have a long night,
what this means is that you will have more red,
because more of that far red could have been turned into the red. And is how plants know what
time of the year to flower. – Diagrams are a really useful
tool to make your answers more effective. You want to be confident
in drawing a diagram to explain how plant growth
responses are controlled by by auxins, rather than
explaining them, which is a lot easier to draw it rather than
writing them out in words. There’s also heaps of
vocabulary that might be hard to memorize, and while there’s
no easy shortcut there are some tricks you can use to
make memorization a bit easier, such as knowing the difference
between taxis and kinesis. If you think about yourself
going into a taxi and telling the driver where to go,
you’ll remember that taxis is a directional response. To remember what nastic
responses are, think about touching a plant and the
pant shriveling up and saying “Ewww, nasty!”. Then you’ll remember
that nastic responses are plants’ fast responses. – So couple of final tips from
us is, when you’re discussing animal or plant responses
it’s important to think about both sides of the response. So say for example you’re
discussing an organism that is nocturnal, explain how does
it is beneficial to them to be active during the night,
and, how it benefits them to hide from predators during the day. Also, if you’re discussing
things like hierarchies, talk about the advantages
of both being at the top and at the bottom and vice
versa for any disadvantages. Lastly, try not to talk
about any of the responses as though they’re human, so, for
example, a very common thing to say is that a plant is
growing towards the sunlight, however it’s more accurate
to say that it is a survival advantage for the plant to
grow towards the sun as it can get more of the sun
to create more energy. And when we discuss things
like this what we’re doing is we’re separating it from
being a very sentient thinking process. So guys this has been
StudyTime’s level three strategy video for plant
and animal responses. – In general your answers should
follow the basic structure. So first name and define your
response from the resource material, secondly explain
why this response came about, first in general and then
relate it to the material, list the pros and cons of
the response and sum it up by describing how the
benefits outweigh the costs. – Cool. So we’ve covered
a lot in this video but we haven’t quite covered everything. We highly recommend that you
guys practice a few years worth of past exam papers
so you can get an idea of the format and the kind of questions that are going to be a asked. And for more content check
out our StudyTime Walkthrough Guides which are available
for free online or you can buy them in print with next day delivery. Thanks for watching guys, and good luck. (upbeat music)

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