Introduction

By now the Animal Behavior laboratory has provided opportunities to observe and to conduct simple experiments on a variety of animals, in the laboratory and in the field.   This exercise will now allow you to frame your own hypothesis, to collect and interpret some data, and to present your results to your fellow students.   In addition, it provides a chance to study the most abundant vertebrate on the Carolina campus -- Homo sapiens.

In this exercise, you will conduct an observational study of humans in public places, without interacting or interfering with them and without identifying them.   There are no restrictions on observing people in public places without interfering with them.   You will work in groups of two or three.

You must obey the following six rules:

• you must stay within walking distance of Wilson Hall
• you must conduct your study outdoors (all buildings are off limits)
• you must work during regularly scheduled lab times (no nights or evenings)
• you must stay in one place while conducting your observations (no following people -- but you may conduct observations at two or more locations for comparisons)
• you must not interfere with people or their normal movements (stay out of their way)
• you must not interact with people (no asking questions or talking)

There are lots of interesting ideas to investigate!   Be creative!  

Procedures

Follow the five steps below in conducting your study.   Steps 1 and 2 take place during the first lab session; Step 3, if not also completed in the first lab session, can be continued as homework; and Steps 4 adn 5 take place during the second lab session.

STEP 1 -- FRAMING HYPOTHESES AND PLANNING OBSERVATIONS

The first step in any scientific investigation is to identify a question or hypothesis.   For this exercise, find a partner and develop a question that you can answer by observing people outdoors on the Carolina campus.   For instance, what kinds of groups do people form?   What kinds of actions do they perform?   How long do they stay in one place or how fast do they move?

A good hypothesis usually involves a comparison.   For instance, compare groups of different sizes or of different compositions.   Compare groups in different places or engaged in different activites.   Compare different people in the same group.   Lots of possibilities!   Subject to the rules above, you can be as provocative and adventuresome in framing questions as you wish (subject to your TA's approval).  

A particularly good hypothesis proposes a mechanism or explanation for an observation.   Not just, for instance, "Do groups of people sitting and walking differ in size?", but "Sitting groups are larger than walking groups because (for instance) they include fewer people talking."

A scientific hypothesis is also one that is practical to investigate.   Along with your question, you should propose methods for collecting some relevant data.   In other words, how are you going to conduct observations to answer your question?

Scientific observations have to be recorded in unambiguous fashion, so think about how you are going to record your observations.   Use clean sheets of notebook paper.   Draw lines to make tables for counting actions or examples of behavior.   Include the date, time, location, and name of observer on each sheet.

Have your TA approve your question and your proposed methods -- including your data sheet.

STEP 2 -- OBSERVING BEHAVIOR

Following the rules above, conduct your observations.   In addition to the rules, try to stay away from other BIOL 73L students working at the same time and, in general, remain inconspicuous -- otherwise your own behavior might affect the behavior of the people you observe!

Leave some time at the end of the first laboratory session to meet with your partner and to look over your records.

STEP 3 -- ANALYZING YOUR DATA

By now you have had some practice analyzing behavioral data and even conducting some simple statistical tests.   Remember that the objective is to address the original question or hypotheses by considering all possibilities.

STEP 4 -- PRESENTING YOUR STUDY

Rather than a written report, prepare a brief oral presentation with the help of your partner.   Present

• the question asked
• the methods used
• the results obtained (after analysis)
• some discussion of the implications of your study.  

Put critical data on the blackboard or make 10 copies for distribution (remember to label the axes of graphs and the headings of tables).   In the last part of your presentation discuss how convincing your study is and what you would propose to do next to clarify or to follow up your results.  

Make your presentation no more than 8 minutes long.   Try your presentation out before you come to class to make sure it makes sense and fits in the time limit.   Be prepared to answer questions from your classmates!

Just as important as making your own presentation is listening to your fellow students'.   One characteristic of science is that every study raises new questions.   Everyone is responsible for thinking about each study presented and asking questions.

STEP 5 -- TURN IN YOUR WORK

Turn in your original data sheets and your analyses to your TA.  

References

Abed, R.T. 1998.   The sexual competition hypothesis for eating disorders.   British Journal of Medical Psychology 71:   525-547.

Pawlowski, B., and Dunbar, R.I.M.   1999.   Withholding age as putative deception in mate search tactics.   Evolution and Human Behavior 20:   53-70

Waynforth, D., and Dunbar, R.I.M.   1995.   Conditional mate choice strategies in humans:   evidence from "Lonely Hearts" advertisements.   Behavior 132:   755-779

Wiederman, M.W. and Kendall, E.   1999.   Evolution, sex, and jealousy:   investigation with a sample from Sweden.   Evolution and Human Behavior 20:   121-128.