Emperor penguins in Antarctica

Emperor penguins in Antarctica

Pencil and paperOnline interactive
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Working with Students
Further Resources
This task is about making inferences about how features of a penguin help it survive in Antarctica.
 
emperor penguin

Emperor penguins have special physical and behavioural features that help them survive in cold climates, e.g., Antarctica. 

For the following questions, explain how each adaptive feature helps the penguin keep warm in a very cold climate.

Question 1Change answer

Adaptive Feature How it helps the penguin survive
i)  Layer of blubber
 

Question 1Change answer

Adaptive Feature
How it helps the penguin survive
ii)  Feathers are short and overlap to keep water out
 

Question 1Change answer

Adaptive Feature
 How it helps the penguin survive
iii)  Underneath the outer feathers is a layer of down
 

Question 1Change answer

Adaptive Feature
 How it helps the penguin survive
iv)  Large body size
 

Question 1Change answer

Adaptive Feature
 How it helps the penguin survive
v)  Huddle together in groups
 

Question 1Change answer

Adaptive Feature
 How it helps the penguin survive
vi)  Take turns to be on the outside of the group
 

Question 1Change answer

Adaptive Feature
 How it helps the penguin survive
vii)  Can balance on the backs of their heels and tails
 

Question 1Change answer

Adaptive Feature
 How it helps the penguin survive
viii)  Feathers cover their knees
 
Task administration: 
Rationale
Investigating the adaptations of Emperor penguins covers a number of important principles that are relevant to a wide range of adaptive solutions that have evolved in different environmental situations. The extreme conditions in Antarctica provide a focus for exploring features that enable them to survive there. 
Curriculum coverage
This resource links to the Living World (adaptations), Physical World (energy and heat) and Material World (insulating materials) of the NZC.
Prior experience
Because Emperor penguins are likely to be unfamiliar to many students, a shared experience before investigating their adaptations will provide a common point for discussion. Video clips are a good way of hooking students into thinking about adaptations. Refer to Furtherresources.
Level:
5
Curriculum info: 
Science, Investigating in science, Living World, Material World
Keywords: 
Life processes, adaptation, birds, penguins
Description of task: 
Task: Use understandings about heat energy and insulation to describe how adaptations help Emperor penguins survive in Antarctica. Assessment focus: adaptations for keeping warm in cold conditions.
Curriculum Links: 
Science capabilities
The capabilities focus is brought about by the conversations you have and the questions you ask.
 
Capability: Use evidence
This resource provides opportunities to discuss how using evidence/observations supports explanations.
Science capabilities: 
Use evidence
Answers/responses: 

 

 Adaptive feature and how it helps the penguin survive

Y10 (04/2005)

i)

Layer of blubber
Acts as an insulating layer to maintain body temperature/ reduce heat loss when the penguin is in the sea.

  • Identifies that the extra layer or fat provides warmth, e.g., Helps them keep warm like a wetsuit layer.
  • Best answer: Identifies the insulation effect (traps heat to provide warmth), e.g., Keeps the penguin warm by covering its body in the layer of blubber and trapping in heat.

moderate

best answer - difficult

 

ii)

Feathers are short and overlap to keep water out
Water runs off easily when it goes on land, keeping the down feathers dry. (Wet feathers do not keep the penguin warm/ heat is lost as water evaporates.)

  • Identifies being dry as important, e.g., So when they get out of the water, they're dry.
  • Best answer: Identifies the link between coldness and wetness, e.g., To keep them dry which would help them to stay warm.
easy
best answer - difficult

 

iii)

Underneath the outer feathers is a layer of down
Down feathers act as an insulating layer by trapping air, to maintain body temperature/reduce heat loss when it is on land.

  • Identifies an extra layer, e.g., Extra warmth and coverage.
  • Best answer: Identifies insulation or trapped air, e.g., The down traps the warm air in and insulates the outer skin.
difficult
 best answer - very difficult

iv)

Large body size
Bigger body mass retains heat (less surface area to volume ratio).

  • Identifies more fat, e.g., So they have more blubber on them.
  • Best answer: Identifies bigger bodies lose less heat because of less surface area to volume heat.
difficult
best answer - very difficult

v)

Huddle together in groups
This makes big bodies even bigger. For most of the group there is another penguin to shield them from the cold. The surface area of the group is greatly reduced and warmth and body fat is conserved.

  • Identifying either shared body heat or shelter from elements, e.g., Body warmth from other penguins. They help keep each other warm.
  • Best answer: Identifying both shared body heat and shelter from elements as important, e.g., To protect themselves from wind. More body heat.
 moderate
best answer - very difficult

 

vi)

Take turns to be on the outside of the group
On the outside of the group only part of their body is protected and warmed by other penguins, so there is a continual movement of penguins from the outside of the group to the centre.

  • Identifying "fairness", e.g., So they all share being in the middle of the group and getting cold air also.
  • Best answer: Explaining why the movement is necessary, e.g., Take turns to be on the outside because the outside would be the coldest place because they get all the wind, etc.
easy
best answert - very difficult

 

vii)

Can balance on the backs of their heels and tails
Less surface area is touching the ice, so less heat is lost through their feet.

  • Identifying lack of contact with the snow and ice, e.g., So only a little part of them is touching the ice.
  • Best answer: Linking exposure to cold, e.g., To stop the penguin getting so cold by minimizing body contact with cold surfaces. 
very difficult
 

 

viii)

Feathers cover their knees
Less unprotected surface area is exposed to the cold air, so less heat is lost.

  • Identifying less exposure, e.g., Prevents their legs getting cold from snow and ice.
  • Linking coldness to joints not working efficiently or to vulnerable areas making the whole body cold, e.g., Keeps their knees warm and would make them not get stiff.
  • Best answer: Keeping them warmer so nothing is exposed that could let out heat. 
difficult
best answer - very difficult

 
Diagnostic and formative information: 
  • Trial students found it difficult to identify how the adaptations kept penguins warm.
  • One exception was huddling in groups, which is a behavioural rather than physical adaptation. Possibly this was easier because they had experienced it themselves.
  • Students also had difficulty with explaining the adaptation in terms of scientific principles. One exception was blubber, where more students (52) made reference to insulation than didn't (27).
Next steps
By investigating how penguins retain body heat, there is potential to link to both Physical (e.g. heat conduction) and Material (e.g. insulating materials) World Achievement Objectives. In the table below are some suggestions for ways to encourage thinking about the adaptations of Emperor penguins that enable them to survive in Antarctica. Once students have carried out investigations using models, the results should always explicitly be linked back to penguins. Students can also refer to their own experiences in the cold, and then relate these to penguins' natural adaptations.

Putting the pieces back together

  • Encourage students to consider the whole system. Penguins need all these adaptations. They work together.
  • Encourage students to think beyond specific examples. Identify some of the principles of adaptations at work in other environments and species. What adaptive strategies do they have to survive the temperatures they live in?
Activities to explore the science
Big idea
Surface-area to volume ratio: The larger the animal, the smaller the surface-area: volume ratio and so the less relative area there is to lose heat.
Adaptations
Large body size
Huddle together in groups
Activities
Investigation:

  • Fill different sized bottles of the same shape with hot water, take the temperature of the water at constant intervals, and graph the results.
  • Ask students to use the results to discuss the relationship of size and heat loss.
  • Some students may know why children are more likely to get hypothermia than adults.
  • Consider other animals and birds that live in Antarctica (they are large for their general type).

Discussion:

  • Talk about their own experiences of being in a crowd, for example, a concert.
  • Ask the students to consider the group as a single entity, compared to individual people/penguins. What effect does being in a huddle have on the surface-area to volume ratio?

Related idea:
Investigate the role of shape (for example, compare tall thin bottles and squat bottles that hold the same volume).
Big idea
Heat transfer: Penguins have adaptations that insulate their bodies to slow down loss of body heat.
Adaptations
Layer of blubber
Feathers are short and overlap to keep water out
Underneath the outer feathers is a layer of down
Feathers cover their knees
Activities
Fat/blubber is an insulating material
Demonstration:

  • 1 person submerges their hand in a bucket of iced water. Time how long they can comfortably keep it in the water.
  • Using the other hand of the same person, spread a thick layer of margarine over the entire hand, wrap in plastic film, and submerge in the icy water. Time how long they can keep their hand in the water.

Questions to ask:

  • What does the hand represent? (The penguin.)
  • What does the margarine represent? (The blubber.)
  • What does the plastic film represent? (The outer covering of the penguin.)
  • How does the layer of blubber keep the penguin warm? (Keeps body heat in.)

Possible misconception:
Students may talk about the blubber keeping the cold out, rather than keeping the warmth in.
Research:
Find out what strategies Emperor penguins use to keep their eggs warm.
Big idea
Layers of air act as insulation.
Discussions:
  • Experiences with down or synthetic ski jackets or duvets, or with wearing layers of clothing to keep warm.
  • Cats or birds fluffing up when it is cold.

Investigations:

  • Look at synthetic fillers to identify the air pockets;
  • Set up fair test using jars of warm water wrapped in different fabrics to identify which stays warmer longer.
  • Keeping babies warm (TKI) describes another practical activity for exploring this idea.
Big idea
Water/moisture cools the body.
Discussion
Ask students to recall their own experiences, for example, at the beach in the wind before and after swimming.
Questions to ask:
  • Did you feel colder when you were dry or wet?
  • What is the reason?
  • Why is it important for penguins to keep their feathers dry?

The discussion can be extended to:

  • How evaporation leads to cooling of the body;
  • How wind hastens this process.

Related idea:
Warm-blooded animals produce heat energy.

Big idea:
Heat exchange between adjacent surfaces: Heat is transferred by conduction when two surfaces touch.
Adaptations:
Can balance on the backs of their heels and tails
Activities:
Relating to own experiences:

  • Walking barefoot in the frost.
  • Wearing shoes to minimise heat loss from areas that generally have no natural protection from cold surfaces.

Big idea:
Group co-operation
Adaptations:
Huddle together in groups
Take turns to be on the outside of the group
Discussion:
Discuss times when people huddle together in groups.
The Building Science Concepts books are aimed at primary schools, but some secondary schools have copies. Titles relevant for follow-up activities are:

  • Ministry of Education (2003). Building Science Concepts Book 47, Insulation. Wellington: Learning Media.
  • Ministry of Education (2003). Building Science Concepts Book 36, Heat on the move. Wellington: Learning Media.
March of the penguins. This movie is a commercial documentary about Emperor penguins, filmed in Antarctica, which includes reference to their ability to survive in the extreme conditions.
Keeping babies warm (TKI). This exemplar shows a Level 4 investigation into insulation in a different context.
Cool Antarctica This excellent site explains, in easy to understand language, how penguins survive in Antarctica, and makes links to the science principles involved. Adaptations further to those explored in the ARB resource are explained. There are also links to how humans survive in the cold of Antarctica.