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Directed Student Inquiry:
Modeling in
Roborovsky
Hamsters
by Nancy L. Elwess and Adam Bouchard
lassroom pets can enhance any learning environment. Here, we present a pet, Roborovsky
hamsters, that can provide students with an
opportunity to develop their skills of analysis,
inquiry, and design. These hamsters are easy to maintain,
yet offers students a means to use conventional techniques
and those of their own design to make further observations
through measuring, assessing, and data collection. Based
on the premise that this is a directed rather than dictated
student inquiry, the activity will vary based on discussions
and recommendations suggested by each class. A primary
means of assessment is students’ observed participation in
the design and implementation of the experiment, as well
as written work on students’ task worksheets and possibly a
formal lab report and or presentation.
For this activity, students can create charts, tables, and
graphs in both traditional and innovative ways to help address research questions. This activity represents how scientific inquiry can be built into the classroom curriculum
and be in compliance with the National Science Education
Standards (Figure 1).
Roborovsky hamsters, more commonly known as desert
dwarf hamsters, are the smallest of the dwarf hamsters
(Figure 2). Their natural habitat is the desert dunes of
western and eastern Mongolia and parts of Manchuria and
northern China (www.petwebsite.com). In the wild they are
sociable and live in burrows, which can extend up to 1.5 m
in length (www.petwebsite.com). Roborovsky hamsters
reach a size of approximately 4 cm and have just recently
become commercially available in the United States.
Their sweet disposition and gentle nature make them
an enjoyable pet to maintain in the classroom. Figure 3
provides additional facts about these hamsters.
Hamster activities
Our original pair of hamsters gave birth to four pups, and
for these four pups we designed an eight-week activity. We
decided to provide each hamster (Itsy, Bitsy, Darwin, and
Roz) with its own living environment; that way we could
easily track individual eating and exercise behaviors. We
wanted to determine if exercise and eating habits could
influence fitness and body weight. Because of increased
body awareness programs and the current obesity epidemic,
many school programs are focusing on the importance of
diet and exercise. Therefore, this exploration was a natural
choice for both the students and the teaching staff. This
Nancy L. Elwess ([email protected]) is an associate professor in the Department of Biological Sciences and
Adam Bouchard ([email protected]) is the Auditory
Research Laboratory manager at Plattsburgh State University in
Plattsburgh, New York.
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inquiry will need to be adapted to each class or teacher’s
load. In this particular case we used four hamsters, which
corresponded with our four middle school science classes,
so that each class was responsible for one hamster’s care
and experimentation.
Even though our sample size (four hamsters) was small,
we thought it would be interesting to follow their food
intake and exercise habits. All of the hamsters were provided with the necessary materials for a comfortable living environment (see NSTA’s position statement on the
responsible use of animals in the science classroom, www.
nsta.org/positionstatement&psid=44). Be sure to consult the
school nurse about possible allergic reactions students may
have to the animals or products used (e.g., a food choice
containing nuts).
Two of the hamsters received exercise wheels in their
tanks while two went without. In addition, two of the hamsters were given a choice of food (three different types),
while two were only provided the standard hamster mix.
Several junk food choices (screened for potential classroom
allergies) were presented to students. A discussion ensued
as to the nutritional value of each choice and how it related to other science units. Students were then allowed to
submit one write-in vote. The two top vote-getters became
the foods the hamsters could choose from.
The exercise wheels were easily hooked up to a digital
bike odometer that monitored the amount of time they
spent on their wheels exercising and provided information
on the distance traveled, maximum speed, and average
FIGURE 1
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speed. A bike odometer can be purchased from the local
bike store for $15. We also monitored the hamsters’ body
weights from week to week. You can adapt portions of this
activity, depending on the number of hamsters you want
to maintain in your classroom, and the number of different
variables you want to explore.
Materials and methods
The following materials and methods are suggested as the
most efficient and cost-effective way to conduct this activity. All materials are readily available at pet and sporting
good stores and require little or no assembly.
Prior to conducting the activity, we purchased four 10gallon glass aquariums. Each aquarium costs $7–10 and
requires a space 50 × 25 cm (20" × 10"). Each aquarium
served as one hamster’s artificial habitat, which was manipulated for desired test conditions. Other materials
included four 225 mL graduated water bottles, four corresponding metal holders, four toilet paper tubes, two
plastic running wheels (suction cup supported), two digital bike odometers/computers, two hamster-choice food
dispensers, bedding (there are a variety, including 100%
wood pulp fiber, which is rodent safe), bulk hamster diet,
and two snack foods high in fat and carbohydrates (care
should be taken to avoid hot and spicy foods). We found
that the rungs on a standard wire running wheel were set
too far apart for our little hamsters, so we went with plastic running wheels, which worked just fine.
Tank 1 served as a habitat with a balanced hamster diet
National Science Education Standards (NRC 1996)
Teaching standard
Focus of standard
Domains of inclusion
Standard A
Teachers of science plan an
inquiry-based science program for
their students
Supports development of student understanding and
nurtures a community of learners
Teachers of science guide and
facilitate learning
In doing this, teachers
• focus and support inquiries while interacting with students
•challenge students to accept and share responsibility for
their learning
• recognize and respond to student diversity and encourage
all students to participate fully in scientific learning
Teachers of science design and
manage learning environments
that provide students with the time,
space, and resources needed for
learning science
In doing this, teachers
• structure the time available so that students are able to
engage in extended investigations
• identify and use resources outside the school
Standard B
Standard D
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FIGURE 2
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The Roborovsky hamster is
more commonly known as a
desert dwarf hamster. To give
a sense of perspective, we
included a ruler and a tube
from a roll of toilet paper.
FIGURE 3
Facts about Roborosky hamsters
Roborosky hamsters
Scientific name: Size:
Front toes:
Rear toes:
Chromosomes:
Gestation period:
Lifespan:
and the option for exercise. This tank had approximately
two inches of bedding, one water bottle, one metal holder,
and one toilet paper tube. Because hamsters live in tunnels, it is important to give them a toilet paper/paper towel
tube in each tank. These materials are considered standard
equipment in each tank. However, this tank also had a dish
that held 40 g of hamster diet and a running wheel with
attached bike computer sensor. The bike computer sensor
was attached to the exercise wheel through an air vent
hole or slit. This sensor was simply screwed together with
half of the unit on the inside of the wheel, and the other
on the outside, facing the wall of the aquarium where the
wheel was attached. On this same wall, the receptor for the
bike computer was mounted using double-sided tape.
Tank 2 also contained the standard equipment and a
dish that held 40 g of hamster diet. However, this tank did
not have a running wheel. Tanks 1 and 2 were comparable
in regard to a balanced and healthy diet, but the exercise
levels varied.
Tank 3 contained the standard equipment, but also had
a food-choice dispenser. The hamster had three different
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Phodopus roborovski
4–5 cm
4
5
34
21–30 days
3–3.5 years
Tank 4 included the exercise
wheel and food-choice dispenser.
Our hamster, Roz, is shown
making her food selection.
Photo by John Wayne Johnston
FIGURE 4
Photo by Nancy L. Elwess
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choices and was able to press the dispenser for healthy food
or two junk-food choices.
Tank 4 contained the standard equipment, a foodchoice dispenser, and a running wheel/bike computer setup
(Figure 4). Tanks 3 and 4 were comparable in that both
hamsters were able to choose healthy or unhealthy diets,
but their exercise varied.
When this project started, we took into account the
number of classes and the average number of students per
class to determine how many weekly tasks students would
have. These tasks (which were rotated on a weekly basis
and done by two students working together) included
weighing the hamster, measuring out the food(s) to place
into the tank, cleaning the tank, filling the water, and recording daily the time spent on the wheel.
Data collection
Each week the hamsters’ weight (Figure 5), water consumption, and uneaten food were measured and recorded.
Students rotated their data-collection responsibilities on a
weekly basis. For the hamsters in Tanks 1 and 4 (with the
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Our hamster Itsy is being
weighed for the first time. Itsy
weighed in at 11.15 g. A 100
mL beaker was first placed
on the scale and zeroed; then
each hamster was weighed
individually.
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sponding locations with double-sided tape. The combination of these sensors and receptors allowed us to measure average and maximum speed, distance, revolutions
per minute, and total time. The combination of any
of these measures and four hamster scenarios made for
data that could be graphed. The hamsters were placed
into this apparatus once a week and timed for five minutes. Their running time, maximum and average speed,
and revolutions were recorded.
Results
Each week we measured the amount of uneaten food and
subtracted from the total amount to determine food consumption, and we also weighed each hamster. We started
this activity when the pups were weaned from their mother
FIGURE 6
The amount of time on the
exercise wheel was collected
by the bike odometer
connected to the wheel.
This photo shows Itsy
running on the wheel.
Photo by Nancy L. Elwess
FIGURE 5
g
Photo by John Wayne Johnston
exercise wheel), the total running time and average speed
were also recorded (Figure 6). This was monitored daily
due to the total time limitations (10 hours) of the bike
computer. Once the running time had been recorded, the
hamsters’ food was restocked to match its original volume.
During this same data collection period, the hamsters
were also placed in an energy output apparatus—our
own Hamster Mobile (Figure 7). This consisted of an
enclosed stationary running wheel, a more advanced
bike computer, and corresponding sensors. Again, sensors were screwed to the sides of the wheel through air
vents. However, this more advanced computer requires
two sensors, which were placed on opposite sides of the
wheel to maintain wheel balance. With two sensors,
two receptors were needed, which were placed in corre-
e
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FIGURE 7
Each week, the hamsters
were placed into the exercise
wheel in our Hamster Mobile
for a five-minute time trial.
We compared data for the
hamsters who didn’t have an
exercise wheel in their cage
and those who did.
FIGURE 8
The weight of the four
hamsters during the eightweek trial period.
FIGURE 9
This bar graph shows foodconsumption levels over the
eight-week trial period. Each
week, the uneaten food was
weighed and subtracted from
the starting total. Note that Roz
consistently ate the most over
the course of the activity.
Photo by John Wayne Johnston
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(four weeks after birth). Their initial weights ranged from
11.15 g to 13 g (Figure 8). Over the eight-week period,
their weight increased steadily. We compared this result to
the total amount of food they ate (measured in grams). It
was interesting to note that as their food intake increased,
so did their weight (Figure 9). In addition to measuring
their weight and food consumption, we also monitored
the amount of time Itsy (Tank 1) and Roz (Tank 4) spent
running on their wheels each week. Every day at the same
time, their running time was recorded and the odometer
reset. Figure 10 compares their total hours per week over
the eight-week period.
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FIGURE 10
The amount of time per
week that each of the two
hamsters spent on their
exercise wheel.
Discussion
This activity provided many different ways for students to
collect and graph data. We had additional data that is not
presented here, which included overall average running
speed, the revolutions per minute the hamsters ran, and
the weekly food choices by the two hamsters with the food
dispenser. While we realize that our sample size was very
small, this activity can enhance the science-learning environment for students. It provides students with an opportunity to develop their skills of analysis, inquiry, mathematical skills, and design—all which are important components
of the National Science Education Standards. During this
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FIGURE 11
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A. The percentage over the eight-week period that the hamster in Tank 3 (Darwin)
ate from the three food categories. 1 = the hamster mix, 2 = Cheetos, and 3 =
Chex Mix. B. The percentage over the eight-week period that the hamster in Tank
4 (Roz) ate. The numbers are the same as stated above.
A.
FIGURE 12
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B.
Each week, the
hamsters were
placed one by one
in the Hamster
Mobile for a fiveminute time
trial. The results
represent the
maximum speed
in km/hr each
hamster ran during
that trial.
project, students were allowed to measure, weigh, hypothesize, research information (on their hamsters), and learn
how to graph their results. In addition, students needed to
rely on each other for recording the proper results. All of
these skills are important components in the fields of science and math. Students worked in pairs on the computer
doing the graphing component of this activity.
Students proposed some conclusions based on their findings. One such finding was that our fourth hamster, Roz,
consistently ate the most food per week and, as a result,
weighed the most even with exercise. Also, our two hamsters (Darwin and Roz) that had food choices still seemed
to favor the hamster mix over junk food.
None of the activities conducted were harmful or
threatening to our hamsters. To expand this activity, students might research how hamsters were named Roborovsky (after the 1894 Roborovsky and Koslov expedition
that found them), and locate their natural habitat on a
map. Students could also calculate the number of calories
that the hamsters took in per week.
Assessment was based on each student keeping a weekly
laboratory notebook of their data, a report (with references) on this type of hamster, and a worksheet comparing Roborovsky hamsters to other hamsters and rodents. Finally,
each student was responsible for turning in one graph.
Pets can be a great asset to any classroom, and they are
even more rewarding when they add to the overall science
learning experience. n
References
National Research Council (NRC). 1996. National science education
standards. Washington, DC: National Academy Press. Available
at www.nap.edu/readingroom/books/nses/3.html#tsa
Resources
About hamsters—www.petwebsite.com/hamsters/roborovski_hamsters.
htm
Responsible Use of Live Animals and Dissection in the Science
Classroom—www.nsta.org/positionstatement&psid=44
Roboroski hamsters—www.hamsterific.com/RoborovskiHamster.cfm
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