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Natural Science Biology Lab 
University of Akron 
#NSB2014 1
 Demonstrate an understanding of ethology 
through careful observations. 
 Understand the difference between cues, 
stimuli, and triggers. 
 Differentiate between betta in the wild, 
versus betta raised in captivity. 
 Compare and contrast interspecific and 
intraspecific behaviors. 
 Describe betta behavior without using 
anthropomorphic terminology. 
#NSB2014 2
 Behaviors are responses to various stimuli 
 A stimulus is anything that triggers a 
response (ie. light, sight of food, rival male) 
 One of the most common behaviors among 
animals (including humans) is fighting 
SPARRING 
#NSB2014 3
Why do animals fight? 
 Food 
 Defense 
 Social status 
 Territories for breeding/spawning 
#NSB2014 4
 Males have evolved to be extremely aggressive 
 Agonistic behaviors are exhibited between males 
to assert dominance 
 Dominant males have greater access to females 
and thus higher fitness 
#NSB2014 5
 Studying the behaviors of betta fish in 
response to various stimuli, cues, and triggers 
 Interpreting these behaviors in the context of 
natural selection (Why would certain 
behaviors be chosen for?) 
 Avoiding anthropomorphisms like “this fish is 
mad” or “that guy was scared” 
#NSB2014 6
• Rice Paddies 
• Slow moving 
streams 
#NSB2014 7
 Labyrinth organ 
 Allows fish to “gulp air” 
 Fish swims to the 
surface and takes a gulp 
of atmospheric oxygen, 
which supplements the 
oxygen received 
through the gills 
 Still found in 
domesticated bettas 
#NSB2014 8
#NSB2014 9
#NSB2014 10
 Agonistic behaviors 
 Fin flickering 
 Tail beating 
 Raising fins 
 Nipping or biting 
 Aggression against your own species 
#NSB2014 11
 Individuals of different 
species compete for 
resources. 
 Examples – food, living 
space, sunlight 
 Students observing bettas 
may affect the experiment 
#NSB2014 12
 Fish get “stressed” much the same as we do 
 Follow the guidelines described in the lab to 
minimize undue stress 
 All Animal research done in an Accredited 
University has to go through IACUC 
(Institutional Animal Care and Use 
Committee) which provides intense, 
research-based protocols. 
 People cannot just do animal research – must 
be grounded in theory, use standard 
protocols, and be as ethical as possible 
#NSB2014 13
If you were a betta fish, what would your world 
look like, from inside that tiny tank? 
#NSB2014 14

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Lab 2 animal behavior bettas fall 2014

  • 1. Natural Science Biology Lab University of Akron #NSB2014 1
  • 2.  Demonstrate an understanding of ethology through careful observations.  Understand the difference between cues, stimuli, and triggers.  Differentiate between betta in the wild, versus betta raised in captivity.  Compare and contrast interspecific and intraspecific behaviors.  Describe betta behavior without using anthropomorphic terminology. #NSB2014 2
  • 3.  Behaviors are responses to various stimuli  A stimulus is anything that triggers a response (ie. light, sight of food, rival male)  One of the most common behaviors among animals (including humans) is fighting SPARRING #NSB2014 3
  • 4. Why do animals fight?  Food  Defense  Social status  Territories for breeding/spawning #NSB2014 4
  • 5.  Males have evolved to be extremely aggressive  Agonistic behaviors are exhibited between males to assert dominance  Dominant males have greater access to females and thus higher fitness #NSB2014 5
  • 6.  Studying the behaviors of betta fish in response to various stimuli, cues, and triggers  Interpreting these behaviors in the context of natural selection (Why would certain behaviors be chosen for?)  Avoiding anthropomorphisms like “this fish is mad” or “that guy was scared” #NSB2014 6
  • 7. • Rice Paddies • Slow moving streams #NSB2014 7
  • 8.  Labyrinth organ  Allows fish to “gulp air”  Fish swims to the surface and takes a gulp of atmospheric oxygen, which supplements the oxygen received through the gills  Still found in domesticated bettas #NSB2014 8
  • 11.  Agonistic behaviors  Fin flickering  Tail beating  Raising fins  Nipping or biting  Aggression against your own species #NSB2014 11
  • 12.  Individuals of different species compete for resources.  Examples – food, living space, sunlight  Students observing bettas may affect the experiment #NSB2014 12
  • 13.  Fish get “stressed” much the same as we do  Follow the guidelines described in the lab to minimize undue stress  All Animal research done in an Accredited University has to go through IACUC (Institutional Animal Care and Use Committee) which provides intense, research-based protocols.  People cannot just do animal research – must be grounded in theory, use standard protocols, and be as ethical as possible #NSB2014 13
  • 14. If you were a betta fish, what would your world look like, from inside that tiny tank? #NSB2014 14

Editor's Notes

  1. The rare and majestic boxing koi!
  2. First, ask the class why they think animals fight
  3. Don’t harass the fish!!!