{"id":397,"date":"2018-09-04T13:08:48","date_gmt":"2018-09-04T17:08:48","guid":{"rendered":"https:\/\/wp.geneseo.edu\/ibis-curriculum\/?p=397"},"modified":"2018-10-30T16:39:28","modified_gmt":"2018-10-30T20:39:28","slug":"thermoregulation-and-ratio-of-surface-area-to-volume","status":"publish","type":"post","link":"https:\/\/wp.geneseo.edu\/ibis-curriculum\/thermoregulation-and-ratio-of-surface-area-to-volume\/","title":{"rendered":"Thermoregulation and ratio of surface area-to-volume"},"content":{"rendered":"

Outcomes: <\/b>Gradients 1, Gradients 2, Gradients 3, Gradients 4; Thermoregulation 1, Thermoregulation 2, Thermoregulation 3, Thermoregulation 4, Thermoregulation 5, Thermoregulation 6, Thermoregulation 7, Thermoregulation 8<\/p>\n

    \n
  1. The purpose of this activity is to illustrate the important role of SA\/V in maintaining gradients. Students compare how life has evolved in extreme biomes namely by comparing images of the ear size of desert and tundra dwelling animals and connecting this structure with an animal\u2019s ability to maintain homeostasis (i.e. temperature gradients and thermoregulation). \u00a0<\/span><\/li>\n<\/ol>\n

    Engage students by showing a photo of a desert biome and a tundra biome (see below). It is important that some plants be visible in each photo<\/span> (not photos of sand dunes or snowpack) to illustrate that life can exist here. Ask students to make observations and compare and contrast each biome with their neighbors\/teams. Ask students \u201cWhat do you think might be an obstacle to life in these biomes?\u201d and they usually respond with \u201ctemperature extremes and lack of liquid water.\u201d Tell students, \u201cLet\u2019s look at the living things that have evolved to live in these extreme biomes.\u201d <\/span><\/p>\n

    Prepare presentation slides with images of similar tundra and desert animals side by side for comparison by students (see below).<\/span> Select images that prominently display the ears and legs of each animal so that students can eventually recognize the role of the ratio of surface area-to-volume in thermoregulation. Ask students to compare and contrast the body shapes of the following animals: Arctic Hare v. Jackrabbit, Lemming v. Kangaroo rat, Arctic fox v. Kit fox. It may help to show these images repeatedly as students discuss how the body shapes differ. Students will initially describe the animals as \u201cchunky,\u201d \u201cskinny,\u201d \u201cfluffy,\u201d etc. You may want to point out to students that it is difficult to measure how \u201cfluffy\u201d an animal is, so they should try describe the animals using surface area and volume. <\/span><\/p>\n

    Students soon realize that these two measurements are linked; as volume increases so does surface area. Although some students will start referring to these measurements as a ratio, many students will need prompting to make this connection.<\/span><\/p>\n