Design an Experiment in Antarctica

Here is your students' opportunity to design a field experiment that will be carried out for them in Antarctica. The data collected will be their own original data, suitable for science fair and research projects.

Creating a testable question can be very challenging, even for scientists (!), but practice makes perfect. This activity will help them gain skills in formulating their ideas and questions into a format that can be translated into an experiment.

Background.
The Scientific Method may take many forms, however the basis for the process is to help us construct an accurate explanation of our natural world.  It is generally accepted to have four parts.

1. Observation of a phenomenon and the asking of a question of why(?).
2. Based on the Question, Formulation of a hypothesis to predict that if X happens, Y will follow.
3. Experimental procedure to test predictions based on the hypothesis.
4. Use of the experiment results to predict future observations.

If the experimental data support the hypothesis and the predictions over time, it may go from a hypothesis (a limited statement regarding cause and effect,) to a model (predictions with limited validity), to a theory (a hypothesis with confirmed repeated tests) that explains fundamental concepts and observations. If the data do not support the hypothesis then it must be rejected or the question modified.

Student Activity

1. Observation of a phenomenon and asking a question.
Have students look at pictures of Adelie Penguins, the nesting colony, individual nests, the sea ice and any other pictures that attract their attention on our website (http://www.penguinscience.com).  Spend several minutes allowing students to record their observations and come up with questions about what they see. Here are some possible observations and questions.

Observations
Some nesting groups are larger than others.
Nests vary in size.
Some nests are in the rocks and some on the flat.
Nests are spaced evenly within a group.
Penguins seem to face the same way in a nesting group.
Some nests are isolated from others.
There are eggs outside some of the nests.
Not all the nests have the same size rocks.

Questions
What happens if an egg rolls out of the nest?
How does the success in raising the chick depend on the location of the nest?
What kind of nest-building rocks do the penguins prefer?
How do the penguins decide how far apart to make their nests?
How many rocks are in an average nest?
How does the selection of nest site depend on temperature or wind?

2. Formulation of a hypothesis to explain the phenomena.
Have the students take one of their questions about an observation and formulate a hypothesis.  Make sure the hypothesis is in the form of a measurable statement or question.

For example:
Nest sites in the rocks are better than sites on the flats.
Penguins prefer round rocks to build their nest rather than sharp rocks.

3. Experimental procedure to test the prediction.
Create an explanation that is measurable.

For example:
Prediction: Penguins are safe from Skua attack in the rocky areas.  Measure: There are fewer Skua attacks on nests in the rocky area than on the flat area.

Prediction:  Penguins build their nests in the rocky area because there is less wind. Measurable: The average daily wind is lower near the nests in the rocky area than on the flat.

4. Use of the experiment results to predict future observations.
Have students take their experiment/observational results and make it into a statement that will predict the future.

For example:
Nests in the rocks will produce more adult chicks than nests on the flat.
Nests in the rocks will suffer fewer attacks by Skuas than nests on the flat.
If given a selection of rocks, the penguins will always select the round ones first.

Have students design the experiment and send the protocol to me before Oct 10th 2008. I will carry out the experiment in the field and send the data to the student.

Jean Pennycook
Penguin Education Outreach
penguin_letters@yahoo.com