ABI 050A Blog on April 27th: Choosing and Planning Our Bird Behavior Research Question

 

April 27th Blog: Choosing and Planning Our Bird Behavior Research Question

Today’s class focused on choosing a research question and beginning to design a field method for studying bird behavior, especially the behavior of Black-necked Stilts and White-faced Ibises at the Yolo Bypass Wetlands. The class moved from reviewing possible research proposals, to voting on a final question, to discussing how we could actually measure the behaviors in the field.

10:00–10:15 AM — Reviewing Proposals in Discord

At the beginning of class, we reviewed research proposal questions that were posted in Discord.

10:15–10:25 AM — Voting on the Research Question

After reviewing the proposals, the class voted on which question to focus on. Three questions received the most support:

8. How does proximity to nearby birds influence vigilance and foraging in Black-necked Stilts or ibis?

12. How does the foraging success of Black-necked Stilts differ when compared to their success when foraging with larger bird species such as White-faced Ibis?

14. How does group size influence behavioral roles, such as foraging, vigilance, and disturbance, in Black-necked Stilts?

In the final vote, Question 8 won.

Final Research Question

How does proximity to nearby birds influence vigilance and foraging in Black-necked Stilts or ibis?

This question became the focus for the rest of class. It was broad enough to connect to many of the proposal ideas, but also specific enough that we could begin thinking about measurable variables.

10:25–11:50 AM — Discussing, Researching, and Defining Variables

After the vote, the class moved into a group discussion about how to turn the research question into an actual field study. We read papers from Zotero and tried to look for variables or methods that could help us design our own observation plan.

The discussion started with our understanding of the question, based partly on past observations. We talked about what we had already noticed in the field and how Black-necked Stilts and other birds seem to behave when they are close to each other. We also discussed how to define a “group” of stilts, since group size and distance could affect how we collect data.

Method Discussion

At first, we considered dividing the class into four groups, with each group observing a group of stilts. One possible structure was to have one writer and three observers in each group. Later, we considered a different structure with two writers and two observers.

We discussed doing 5-minute observations with 30-second check-ins. During these check-ins, observers could record the bird’s behavior or use quick finger counts to communicate information without interrupting the observation.

The class eventually decided that it would be more manageable to focus on one individual bird instead of trying to observe an entire group at once. This would allow observers to track behavior more carefully and connect the bird’s behavior to the distance and species of its nearest neighbor.

The finalized method was focused around observing one bird and recording:

• The bird’s behavior

• The nearest neighboring bird

• The distance to the nearest neighbor

• The species of the nearest neighbor

• The number of foraging attempts or counts

Behaviors We Discussed

The class identified several important behaviors that might be recorded during the field study.

Walking was considered a basic movement behavior. This would include a bird moving around without clearly feeding.

Foraging was one of the most important behaviors because the research question focuses partly on feeding. We discussed what foraging success would look like and whether we could actually measure success directly. Possible signs of foraging included beak dips, tactile foraging, and swallowing. Since it may be difficult to know whether the bird actually caught food, we discussed using the number of beak dips over five minutes as a practical measure of foraging rate.

Vigilance was another major behavior. This could include moments when the bird stops feeding and looks around or scans its surroundings. Since the research question asks how proximity affects vigilance, this behavior will be important to define clearly.

Preening was also mentioned as a possible behavior to record. This would include feather-cleaning or maintenance behavior.

Chasing was discussed as a possible sign of disturbance, aggression, or territorial behavior. If one bird moves toward another bird in an antagonistic way, that could be important for understanding how nearby birds affect behavior.

Time Budget and Foraging Rate

The class discussed using a time budget approach. This would mean recording the bird’s behavior at regular intervals, such as every 30 seconds. A time budget could help show how much time the bird spends foraging, walking, being vigilant, preening, or engaging in other behaviors.

For foraging rate, one possible measurement was:

Number of beak dips over 5 minutes

This would give the class a countable and consistent way to compare foraging behavior between birds that are close to other birds and birds that are farther away.

Distance, Range, and Data Tables

Because the research question focuses on proximity, measuring distance became an important part of the discussion. The class talked about using a 10 by 10 meter range and possibly using a range finder to measure distance more accurately.

We also discussed creating two types of data tables:

1. A data table to use directly in the field

2. A data table in Excel for organizing and analyzing the data later

The field data table would help observers record information quickly during observations. The Excel table would make it easier to compare results afterward.

Bird identification was also mentioned as something that needed to be updated or improved. Since the study may involve identifying the nearest neighboring bird, it is important that observers can correctly identify species such as Black-necked Stilts, White-faced Ibises, and other nearby wading birds.

Variables Identified

By the end of the discussion, the class had started to define the main variables for the project.

The possible explanatory variables included:

• Distance to the nearest neighboring bird

• Species of the nearest neighbor

• Group size or number of nearby birds

The possible response variables included:

• Vigilance behavior

• Foraging behavior

• Number of beak dips

• Walking

• Preening

• Chasing or disturbance behavior

This helped the class turn the research question into something that could actually be measured in the field.

For Next Class

Meet in Class

10:00-11:00 am Discussion of Methodology

11:00-12:30 pm Going to the Wetland and start trying the Method

12:30-1:00 pm Lunch

1:00-3:00 pm Keep testing the method and back to school

3:00-3:50 pm Discussion of Modification and Blogger’s Time