How to ask an appropriate scientific question – Zfish follow-up
Posing an interesting and researchable scientific question is the most difficult step in scientific
research. Your group will propose an appropriate scientific question that can be researched within
the time constraints of our lab. You will design an experiment, implement that experiment, analyze
data and report your experiment and results in the form of a PowerPoint presentation.
Assignment:
• After completing the zebrafish behavior experiment, propose TWO follow-up questions.
These are questions around which you could possibly design an experiment to further test
hypotheses about animal behavior. The questions must fit the criteria listed below in Table
o Each person in the group proposes their own two, unique questions, independent of
other group members.
• Outside of class, each person conducts some background research on their questions.
Using the information gathered from background research, modify the questions (still fitting
the criteria). Complete the assignment on background research.
o Use the scientific literature to get ideas for appropriate questions and to get a picture
of what research is being done on your topic.
o Develop the two questions further such that a clear experimental design emerges.
o You may have to completely change one or both of the questions.
o Keep in mind that your experiment must be able to be completed within ONE lab
period.
Groups can work outside of class time on their experiment but this will be on
their own.
• Next class, the group reviews all 8 questions using the criteria below and decides which
question they will research.
Table 1. Criteria for an appropriate scientific question.
(modified from Justice et al. 2007).
a. INTERESTING; the question is both relevant to the course theme
and personally significant and compelling to the asker
b. ANALYTICAL; the question leads to answers that are not
descriptive but require balanced consideration of evidence or use of
statistical analyses. (“Why?” questions)
c. PROBLEMATIC; the question is based in a contradiction, puzzle
or dilemma
d. COMPLEX; the question has more than one realistic possible
answer
e. IMPORTANT; the question is either controversial or its answer
would have some real effect on the world (or at least on the
understanding of animal behavior)
f. GENUINE; the question is something that the asker really wants to
answer but presently cannot, as opposed to a question which the
asker assumes the answer to and wants to “prove”
g. RESEARCHABLE; evidence that pertains to it can be gathered
(as opposed to, for example, “Why does God not answer prayers?”).
AND all data can be collected in no more than 1 lab period.
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Examples of acceptable and unacceptable questions:
•
•
•
Acceptable Questions
Why are sex ratios of dragonflies in
fishless ponds different from those in
ponds with fish?
Do herbivores negatively impact the
fitness of goldenrod plants?
Does the amount of shade/sunlight
influence plant height?
•
•
•
NOT Acceptable
How long will a fish survive out of
water? (not complex, not interesting, not
genuine)
How do starfish reproduce? (not
researchable given constraints, not
problematic)
Is wind power a better source of energy
for the United States than solar power?
(not relevant to theme of animal
behavior, not researchable given time
constraints)
Background Research
1. What are the two questions that you will research that represent “follow-up” questions related to
the zebrafish behavior lab?
A.
B.
2. Given your questions, what are the general topics within animal behavior that you are
investigating? (for example, if the question is how shade/sun impacts plants, the topics include
environmental impacts on plant growth or plant morphology, rates of photosynthesis, and plant
ecology.)
3. Where will you search and what search terms will use to find general information on the topics
listed in #2?
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Rating Questions:
In your group, each person presents their 2 questions. The group chooses 4 of the 8 questions to
rate using the criteria and rating system below.
Write questions here:
1.
2.
3.
4.
Criteria
(from Justice et al. 2007).
Ratings: A=4 excellent, B=3 very good, C=2 average,
D=1 not so good, F=0 missing or totally off-base
Question 1
Question 2
Question 3
Question 4
a. INTERESTING; the question is both relevant to
the course theme and personally significant and
compelling to the asker
b. ANALYTICAL; the question leads to answers
that are not descriptive but require balanced
consideration of evidence or use of statistical
analyses. (“Why?” questions)
c. PROBLEMATIC; the question is based in a
contradiction, puzzle or dilemma
d. COMPLEX; the question has more than one
realistic possible answer (Will fish survive out of
water? – NOT complex!)
e. IMPORTANT; the question is either
controversial or its answer would have some real
effect on the world (or at least on the
understanding of animal behavior)
f. GENUINE; the question is something that the
asker really wants to answer but presently
cannot, as opposed to a question which the asker
assumes the answer to and wants to “prove”
g. RESEARCHABLE; evidence that pertains to it
can be gathered (as opposed to, for example,
“Why does God not answer prayers?”). AND all
data can be collected in no more than 1 lab
period.
Total score out of 28 possible points =
Example questions that fit the criteria listed above:
• Why do some children become violent after watching violent cartoons while others seem to be
unaffected?
• In a river with many stonefly species and many habitats with gravel substrate, why are stoneflies
found primarily by themselves on rocks rather than with other stoneflies?
• Why are some populations of Daphnia composed only of females but others have both males and
females?
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Answer the following questions INDIVIDUALLY and ultimately, choose the best question for the group to
research.
1. In your opinion, which question should the group use?
2. How can this question be made better?
3. Re-write at least one of the questions that needs some improvement in a format that better fits the
criteria:
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