research project on an animal

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Animal Research Project for Kids at the Elementary Level in 2024

Whether you are doing a simple animal study or a fully integrated science, reading, and writing unit, this animal research project for kids includes everything you need. From the graphic organizer worksheets and guided note templates to the writing stationary, printable activities, projects, and rubrics.

Thousands of teachers have used this 5-star resource to have students complete self-guided animal research projects to learn about any animal they choose. The best part is, the resource can be used over and over again all year long by just picking a new animal! Learn all about this animal research project for kids at the elementary level below!

What is the Animal Research Project?

The animal research project is a resource that is packed with printable and digital activities and projects to choose from. It is perfect for elementary teachers doing a simple animal study or a month-long, fully integrated unit. It’s open-ended nature allows it to be used over and over again throughout the school year. In addition, it includes tons of differentiated materials so you can continue to use it even if you change grade levels. Learn about what’s included in it below!

What is Included in the Animal Research Project

The following resources are included in the animal research project :

Teacher’s Guide

The teacher’s guide includes tips and instructions to support you with your lesson planning and delivery.

Parent Letter

The parent communication letter promotes family involvement.

Graphic Organizers

There are graphic organizers for brainstorming a topic, activating schema, taking notes, and drafting writing.

Research Report

There are research report publishing printables including a cover, writing templates, and resource pages.

There is a grading rubric so expectations are clear for students and grading is quick and easy for you.

Research Activities

The research activities include a KWL chart, can have are chart, compare and contrast venn diagram, habitat map, vocabulary pages, illustration page, and life cycle charts.

Animal Flip Book Project

There are animal flip book project printables to give an additional choice of how students can demonstrate their understanding.

Animal Flap Book Project

There is an animal flap book project printables that offers students yet another way to demonstrate their learning.

Animal Research Poster

The animal research poster serves as an additional way to demonstrate student understanding.

Poetry Activities

The resource includes poetry activities to offer students an alternative way to demonstrate their learning.

Digital Versions

There is a digital version of the resource so your students can access this resource in school or at home.

Why Teachers love the Animal Research Project

Teachers love this animal research project because of the following reasons:

• This resource guides students through the research and writing process, so they can confidently work their way through this project.
• It is a great value because it can be used over and over again throughout the school year because the pages can be used to learn about any animal.
• It offers several ways students can demonstrate their learning.
• It includes a ton of resources, so you can pick and choose which ones work best for you and your students.
• It is printable and digital so it can be used for in-class and at-home learning.

This animal research packet is great because it can be used over and over again using absolutely any animal at all. The printables in this packet are ideal to use with your entire class in school, as an at-home learning extension project or as a purposeful, open-ended, independent choice for your students who often finish early and need an enrichment activity that is so much more than “busy work.”

The Research Report Process

This animal research project packet was designed in a manner that allows you to use all of the components when studying any animal. Because the printables can be used over and over, I will often work through the entire researching and writing process with the whole class focusing on one animal together, This allows me to model the procedure and provide them with support as they “get their feet wet” as researchers. Afterwards I then have them work through the process with an animal of choice. You may find it helpful to have them select from a specific category (i.e. ocean animals, rainforest animals, etc) as this will help to streamline the resources you’ll need to obtain.

Step 1: Brainstorm a list of animals to research. Select one animal.

During this stage you may want to provide the students with a collection of books and magazines to explore and help them narrow down their choice.

Step 2: Set a purpose and activate schema.

Students share why they selected the animal and tell what they already know about it. Next, they generate a list of things they are wondering about the animal. This will help to guide their research.

Step 3: Send home the family letter.

To save you time, involve families, and communicate what is happening in the classroom, you may want to send home a copy of the family letter. It’s so helpful when they send in additional research materials for the students.

Step 4: Research and take notes.

The two-column notes template is a research-based tool that helps the kids organize their notes. I added bulleted prompts to guide the students in finding specific information within each category. This method has proven to be highly effective with all students, but is especially useful with writers who need extra support.

I have included two versions of the organizers (with and without lines). I print a copy of the organizer for each student. I also copy the lined paper back to back so it is available to students who need more space.

Step 5: Write a draft.

Using the information gathered through the research process, the students next compose drafts. The draft papers were designed to guide the students through their writing by providing prompts in the form of questions. Answering these questions in complete sentences will result in strong paragraphs. It may be helpful to give them only one page at a time instead of a packet as it make the task more manageable.

Step 6: Edit the draft.

Editing can be done in many ways, but it is most effective when a qualified editor sits 1:1 with a student to provides effective feedback to them while editing.

Step 7: Publish.

Print several copies of the publishing pages. I like to have all my students start with the page that has a large space for an illustration, but then let them pick the pages they want to use in the order they prefer after that. I have them complete all the writing first and then add the illustrations.

Finally, have the children design a cover for the report. Add that to the front and add the resources citation page to the back. Use the criteria for success scoring rubric to assign a grade. The rubric was designed using a 20 point total so you can simply multiply their score by 5 to obtain a percentage grade. The end result is a beautiful product that showcases their new learning as well as documents their reading and writing skills.

In closing, we hope you found this animal research project for kids helpful! If you did, then you may also be interested in these posts:

• How to Teach Research Skills to Elementary Students
• 15 Animals in Winter Picture Books for Elementary Teachers
• How to Teach Informative Writing at the Elementary Level
• Read more about: ELEMENTARY TEACHING , INTEGRATED CURRICULUM ACTIVITIES

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Animal Studies and School Project Ideas

From Science Fair Project Ideas on Mammals to Experiments About Insects

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• Cell Biology
• Weather & Climate
• B.A., Biology, Emory University
• A.S., Nursing, Chattahoochee Technical College

Animal research is important for understanding various biological processes in animals , humans included. Scientists study animals in order to learn ways for improving their agricultural health, our methods of wildlife preservation, and even the potential for human companionship. These studies also take advantage of certain animal and human similarities to discover new methods for improving human health.

Learning From Animals

Researching animals to improve human health is possible because animal behavior experiments study disease development and transmission as well as animal viruses . Both of these fields of study help researchers to understand how disease interacts between and within animals.

We can also learn about humans by observing normal and abnormal behavior in non-human animals, or behavioral studies. The following animal project ideas help to introduce animal behavioral study in many different species. Be sure to get permission from your instructor before beginning any animal science projects or behavioral experiments, as some science fairs prohibit these. Select a single species of animal to study from each subset, if not specified, for best results.

Amphibian and Fish Project Ideas

• Does temperature affect tadpole growth?
• Do water pH levels affect tadpole growth?
• Does water temperature affect amphibian respiration?
• Does magnetism affect limb regeneration in newts?
• Does water temperature affect fish color?
• Does the size of a population of fish affect individual growth?
• Does music affect fish activity?
• Does the amount of light affect fish activity?

Bird Project Ideas

• What species of plants attract hummingbirds?
• How does temperature affect bird migration patterns?
• What factors increase egg production?
• Do different bird species prefer different colors of birdseed?
• Do birds prefer to eat in a group or alone?
• Do birds prefer one type of habitat over another?
• How does deforestation affect bird nesting?
• How do birds interact with manmade structures?
• Can birds be taught to sing a certain tune?

Insect Project Ideas

• How does temperature affect the growth of butterflies?
• How does light affect ants?
• Do different colors attract or repel insects?
• How does air pollution affect insects?
• How do insects adapt to pesticides?
• Do magnetic fields affect insects?
• Does soil acidity affect insects?
• Do insects prefer the food of a certain color?
• Do insects behave differently in populations of different sizes?
• What factors cause crickets to chirp more often?
• What substances do mosquitoes find attractive or repellent?

Mammal Project Ideas

• Does light variation affect mammal sleep habits?
• Do cats or dogs have better night vision?
• Does music affect an animal's mood?
• Do bird sounds affect cat behavior?
• Which mammal sense has the greatest effect on short-term memory?
• Does dog saliva have antimicrobial properties?
• Does colored water affect mammal drinking habits?
• What factors influence how many hours a cat sleeps in a day?

Science Experiments and Models

Performing science experiments and constructing models are fun and exciting ways to learn about science and supplement studies. Try making a model of the lungs or a DNA model using candy for these animal experiments.

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150+ Zoology Project Ideas: Explore Animal Kingdom

Zoology, the study of the animal kingdom, is a captivating field that enables us to unravel the mysteries of the natural world. Engaging in zoology project ideas can be a rewarding way to delve into this scientific realm, gaining hands-on experience and a deeper understanding of the creatures we share our planet with. 

In this blog, we’ll explore a variety of zoology project ideas, guide you on how to choose the right project, offer tips for success, and showcase examples of successful projects.

Types of Zoology Projects

Table of Contents

Research Projects

Study of Animal Behavior: Investigate the behavior patterns of a particular species, shedding light on their social interactions, mating rituals, and daily routines.

• Taxonomy and Classification: Explore the world of taxonomy by identifying and classifying new or existing species.
• Endangered Species Conservation: Contribute to the preservation of endangered species by researching their habitats and threats.
• Evolutionary Biology: Study the evolution of a specific animal group, tracing their lineage through the ages.

Observation and Field Studies

• Bird Watching and Bird Identification: Observe and document bird species in your local area, noting their migration patterns and habitats.
• Marine Life Observation: Dive into the underwater world, studying marine life like coral reefs, fish, and other aquatic organisms.
• Insect Collection and Observation: Collect, identify, and document the behavior of insects in your region.

Experimental Projects

• Animal Physiology Experiments: Investigate the physiological aspects of animals, such as their metabolism, respiration, or sensory perception.
• Genetics and DNA Analysis: Explore the genetic makeup of a species, perhaps focusing on a particular gene or mutation.
• Environmental Impact Studies: Analyze the impact of human activities on local ecosystems and propose solutions for conservation.

How to Choose the Right Zoology Project Ideas?

Selecting the right zoology project is crucial for your enjoyment and success. Consider the following factors:

• Interests and Passions: Opt for a project that aligns with your interests and passions, as it will keep you motivated and engaged.
• Available Resources: Ensure you have access to the necessary equipment and research materials.
• Project Complexity and Scope: Choose a project that matches your level of expertise and the available time.
• Alignment with Academic Goals: If the project is for a school or college, ensure it aligns with your academic goals and curriculum.

150+ Zoology Project Ideas: Category-Wise

Animal behavior and ethology.

• Mating Behavior of Peacocks: Investigate the courtship and mating rituals of peacocks.
• Foraging Habits of Ant Colonies: Study how ants locate, transport, and store food.
• Communication in Dolphins: Explore how dolphins use sound signals for communication.
• Nesting Behavior of Sea Turtles: Monitor and document sea turtle nesting patterns.
• Sleep Patterns in Bats: Investigate the sleep patterns and behaviors of different bat species.

Taxonomy and Classification

• New Species Discovery: Identify and classify a new or unidentified species.
• Comparative Anatomy of Mammals: Compare the anatomical features of different mammal species.
• Phylogenetic Analysis: Construct a phylogenetic tree for a group of related species.
• Insect Taxonomy: Study and classify local insect species.
• Plant-Animal Interactions: Examine the interactions between specific plant species and the animals that rely on them.

Conservation and Ecology

• Impact of Invasive Species: Investigate the effects of invasive species on local ecosystems.
• Habitat Restoration: Participate in habitat restoration projects for endangered species.
• Wildlife Corridor Evaluation: Assess the effectiveness of wildlife corridors in maintaining genetic diversity.
• Climate Change and Wildlife: Study the impact of climate change on local wildlife populations.
• Biodiversity Hotspots: Identify and protect biodiversity hotspots in your region.

Evolutionary Biology

• Fossil Analysis: Analyze fossils to trace the evolution of a particular group of animals.
• Comparative Embryology: Study the embryonic development of different species to identify evolutionary relationships.
• Adaptive Radiation: Investigate instances of adaptive radiation in different animal groups.
• Hybridization Studies: Examine hybridization between closely related species.
• Vestigial Organs in Animals: Investigate the presence and function of vestigial organs in various animals.
• Migration of Monarch Butterflies: Track the migration patterns of monarch butterflies.
• Urban Wildlife Surveys: Study the adaptation of wildlife in urban environments.
• Dolphin and Whale Watching: Observe and identify marine mammals off the coast.
• Rainforest Canopy Exploration: Investigate the biodiversity in the rainforest canopy.
• Herpetology: Reptile and Amphibian Surveys: Conduct surveys to document reptile and amphibian populations.
• Effects of Pollution on Aquatic Life: Examine the impact of pollution on aquatic ecosystems.
• Plant-Animal Mutualism Experiments: Study mutualistic relationships between plants and animals.
• Animal Sensory Perception: Investigate the sensory perception of a specific animal.
• Animal Respiration Rates: Measure the respiration rates of different animals.
• Migratory Bird Navigation Experiments: Research how migratory birds navigate during their long journeys.

Genetics and Molecular Biology

• DNA Barcoding: Use DNA barcoding to identify species and analyze genetic diversity.
• Genetic Mapping of a Population: Create genetic maps to understand population genetics.
• Gene Expression in Fish: Study gene expression in fish exposed to different environmental conditions.
• Inheritance Patterns in Insects: Investigate Mendelian genetics in insect populations.
• CRISPR-Cas9 in Model Organisms: Experiment with gene editing in model organisms.

Animal Physiology

• Hibernation in Bears: Study the physiological adaptations of bears during hibernation.
• Circulatory System of Birds: Explore the unique circulatory systems of birds.
• Thermoregulation in Reptiles: Investigate how reptiles regulate their body temperature.
• Neurobiology of Invertebrates: Study the nervous systems of invertebrates.
• Endocrine System and Reproduction: Investigate hormonal regulation of reproduction in animals.

Human-Animal Interaction

• Animal-Assisted Therapy: Examine the therapeutic benefits of interactions between animals and humans.
• Zoos and Animal Welfare: Assess the welfare of animals in captivity at zoos.
• Pet Behavior and Training: Study pet behavior and effective training methods.
• Wildlife Rehabilitation: Participate in wildlife rehabilitation and release programs.
• The Impact of Domestic Cats on Bird Populations: Research the effects of outdoor cats on local bird populations.

Wildlife Health and Disease

• Parasite Ecology: Investigate the interactions between parasites and their host species.
• Zoonotic Disease Transmission: Study diseases that can be transmitted between animals and humans.
• Wildlife Vaccination Programs: Develop and assess vaccination programs for wildlife.
• Behavioral Responses to Disease: Examine how animals change their behavior when infected.
• Antibiotic Resistance in Wildlife: Investigate antibiotic resistance in wildlife populations.

Animal Nutrition and Diet

• Feeding Preferences in Insects: Study the feeding preferences of different insect species.
• Herbivore Digestive Systems: Investigate the digestive systems of herbivorous animals.
• Feeding Strategies in Birds: Examine the feeding strategies of various bird species.
• Predator-Prey Interactions: Observe and document predator-prey interactions in the wild.
• Gut Microbiota in Animals: Study the role of gut microbiota in animal nutrition.

Reproductive Biology

• Sexual Selection in Frogs: Investigate the role of sexual selection in frog mating behaviors.
• Egg-Laying Patterns in Fish: Examine the timing and location of fish egg laying.
• Mating Systems in Insects: Study the different mating systems found in insect populations.
• Reproductive Strategies in Marine Invertebrates: Investigate the diversity of reproductive strategies in marine invertebrates.
• Parental Care in Birds: Document and analyze parental care behaviors in bird species.

Animal Cognition and Intelligence

• Problem-Solving in Mammals: Test the problem-solving abilities of mammals using puzzles and tasks.
• Tool Use in Birds: Study instances of tool use in different bird species.
• Memory in Insects: Investigate the memory capabilities of insects in learning tasks.
• Social Learning in Primates: Observe how primates learn from social interactions.
• Language and Communication in Animals: Examine communication and language use in animals, such as primates and dolphins.

Animal Adaptations

• Camouflage in Reptiles: Explore the mechanisms of camouflage in reptiles.
• Desert Adaptations in Mammals: Study how mammals adapt to arid desert environments.
• Arctic Animal Adaptations: Investigate how Arctic animals survive in extreme cold conditions.
• Amphibious Adaptations: Examine adaptations in animals that can live both on land and in water.
• Aquatic Adaptations in Birds: Study adaptations in birds for aquatic lifestyles.

Animal Sounds and Communication

• Bioacoustics in Bats: Analyze the echolocation calls and communication of bats.
• Songbird Communication: Investigate the songs and calls of songbirds and their role in communication.
• Whale Songs and Behavior: Study the songs and behaviors of whales, including humpback and killer whales.
• Insect Sound Production: Explore the sounds produced by insects, such as crickets and cicadas.
• Communication in Social Insects: Examine the chemical and tactile communication in social insects like ants and bees.

Endangered Species and Conservation

• Conservation Breeding Programs: Participate in breeding programs for endangered species.
• Habitat Restoration for Amphibians: Restore habitats for endangered amphibians.
• Rhino Anti-Poaching Efforts: Work on anti-poaching initiatives to protect rhinoceros populations.
• Monitoring Rare Bird Species: Conduct surveys to monitor and protect rare bird species.
• Sea Turtle Nesting Beach Protection: Protect sea turtle nesting sites through conservation efforts.

Zoology in Art and Culture

• Wildlife Photography Project: Create a portfolio of wildlife photographs.
• Zoological Illustrations: Create artistic illustrations of various animal species.
• Animal Symbolism in Mythology: Explore the cultural and symbolic significance of animals in myths and legends.
• Animal-Inspired Fashion: Design fashion items inspired by animal patterns or characteristics.
• Zoological Sculpture Exhibition: Create sculptures representing different animal species.

Paleontology and Fossils

• Dinosaur Bone Excavation: Join a paleontological team to excavate dinosaur bones.
• Fossil Preparation and Cleaning: Learn the techniques of fossil preparation.
• Fossil Identification: Identify and catalog fossils in local rock formations.
• Amber Inclusions Study: Examine ancient insects and organisms preserved in amber.
• Trace Fossils and Footprints: Investigate trace fossils, including dinosaur footprints and burrows.

Animal Welfare and Ethics

• Animal Welfare Legislation Analysis: Research and evaluate the effectiveness of animal welfare laws.
• Rescue and Rehabilitation of Wildlife: Work with wildlife rehabilitation centers to care for injured or orphaned animals.
• Animal Rights Advocacy: Engage in campaigns and advocacy for the rights and well-being of animals.
• Ethical Considerations in Animal Research: Explore the ethical implications of scientific research involving animals.
• Pet Overpopulation Solutions: Investigate and propose solutions to address pet overpopulation issues.

Zoology in Education

• Zoology Educational Videos: Create educational videos about various aspects of zoology.
• Animal Dissection Projects: Conduct dissection projects for educational purposes.
• Zoology Museum Exhibits: Develop exhibits for a zoology museum or educational institution.
• Interactive Wildlife Workshops: Organize workshops to teach students and the public about wildlife conservation.
• Zoology Curriculum Development: Create a zoology curriculum for schools or educational programs.

Insect Biology

• Insect Migration Patterns: Study the migration patterns of insects like monarch butterflies.
• Insect-Plant Interactions: Investigate the mutualistic or parasitic relationships between insects and plants.
• Ant Colony Behavior: Analyze the social structure and behavior of ant colonies.
• Bee Foraging Behavior: Study the foraging behavior of bees and their impact on pollination.
• Insect Flight Mechanics: Explore the physics and mechanics of insect flight.

Aquatic Biology

• Coral Reef Health Assessment: Assess the health of coral reefs and their associated ecosystems.
• Marine Ecosystem Food Webs: Investigate the food web dynamics in marine ecosystems.
• Freshwater Fish Diversity: Survey and document the diversity of freshwater fish species in local rivers.
• Microplastic Impact on Aquatic Life: Study the effects of microplastic pollution on aquatic organisms.
• Estuarine Ecosystem Dynamics: Examine the ecological interactions in estuarine environments.

Ornithology

• Raptor Migration Monitoring: Monitor and record the migrations of raptors, such as hawks and eagles.
• Nesting and Breeding Behavior of Songbirds: Study the nesting behaviors and breeding success of songbirds.
• Waterfowl Ecology: Investigate the ecology and migratory patterns of waterfowl.
• Owl Diet Analysis: Analyze the diet of owls by examining their pellets and prey remains.
• Penguin Behavior and Conservation: Research the behavior and conservation status of penguin species.
• Bat Roosting and Behavior: Study bat roosting sites and their daily behavior.
• Carnivore Predation Patterns: Investigate the hunting and predation patterns of carnivorous mammals.
• Primate Social Structure: Observe and document the social structures of primate groups.
• Rodent Ecology and Population Dynamics: Analyze the ecology and population fluctuations of local rodent species.
• Marine Mammal Vocalizations: Research the vocalizations and communication of marine mammals.

Invertebrate Zoology

• Jellyfish Blooms: Monitor and study jellyfish populations and their ecological impact.
• Crustacean Molting Behavior: Investigate the molting process in crustaceans like crabs and lobsters.
• Squid and Cephalopod Behavior: Study the behavior and intelligence of cephalopods.
• Freshwater Snail Distribution: Survey the distribution of freshwater snail species in different aquatic habitats.
• Mantis Shrimp Color Vision: Explore the remarkable color vision of mantis shrimp.

Zoology and Technology

• Wildlife Tracking with GPS: Use GPS technology to track the movement and behavior of animals.
• Camera Traps for Wildlife Monitoring: Set up camera traps to capture wildlife in their natural habitats.
• Virtual Reality Zoology: Design educational VR experiences to explore the animal world.
• Bioinformatics and Genomic Analysis: Apply bioinformatics tools to analyze genetic data.
• 3D Printing of Animal Models: Create 3D-printed models of different animal species for educational purposes.

Plant and Animal Interactions

• Pollinator Gardens: Design and maintain a garden to attract and support pollinators.
• Seed Dispersal Mechanisms: Investigate the various methods plants use to disperse their seeds.
• Ant-Plant Mutualisms: Study the mutualistic relationships between ants and certain plant species.
• Herbivore-Induced Plant Defenses: Analyze how plants respond to herbivore attacks.
• Parasitic Plants and Their Hosts: Explore the interactions between parasitic plants and their host species.
• Butterfly Garden Project: Create a garden to attract and observe various butterfly species.
• Aquatic Insect Communities: Study the diversity of aquatic insects in streams and rivers.
• Insect Biocontrol: Investigate the use of beneficial insects for pest control in agriculture.
• Firefly Behavior and Synchronization: Research the behavior and synchronization of fireflies.
• Insect Pollinators and Crop Yield: Examine the role of insect pollinators in crop production.

Amphibians and Reptiles

• Amphibian Chytrid Fungus Research: Study the chytrid fungus and its impact on amphibian populations.
• Reptile Coloration and Camouflage: Investigate the coloration and camouflage strategies of reptiles.
• Amphibian Vocalizations: Record and analyze the calls of frogs and toads.
• Reptile Diversity in Different Habitats: Document the reptile species found in various ecosystems.
• Salamander Migration Patterns: Track the migration patterns of salamanders in your region.

Human Impact on Wildlife

• Roadkill and Wildlife Mortality: Analyze the impact of roads on wildlife mortality.
• Urbanization and Bird Nesting Success: Study how urban environments affect bird nesting success.
• Noise Pollution and Bird Communication: Investigate the effects of noise pollution on bird communication.
• Light Pollution and Nocturnal Animals: Explore how artificial light impacts nocturnal wildlife .
• Hunting and Wildlife Population Management: Research the effects of hunting on wildlife populations.

How to Get Started With Zoology Project Ideas?

Once you’ve chosen your project, it’s time to get started:

• Define Your Research Question or Objective: Clearly define what you want to investigate or achieve with your project.
• Create a Research Plan and Timeline: Outline the steps, set milestones, and establish a realistic timeline for your project.
• Gather Necessary Equipment and Materials: Ensure you have all the tools and resources required for your research.
• Seek Guidance from Professors or Experts: Consult with mentors, professors, or experts in the field to refine your project plan and methodology.

Executing Your Zoology Project

With your project plan in place, you can now proceed with the research:

• Data Collection and Recording: Accurately record your observations, measurements, and data.
• Data Analysis and Interpretation: Analyze your findings and draw meaningful conclusions.
• Troubleshooting and Adapting: Be prepared to encounter challenges and adapt your methods if necessary.
• Documenting Your Findings: Keep a detailed journal or lab notebook, ensuring your findings are well-documented.

Tips for Success Zoology Projects

Here are some valuable tips to ensure your zoology project is a success:

• Stay Organized: Maintain meticulous records, and organize your data and materials.
• Collaborate with Peers or Experts: Collaborative efforts often lead to better results and innovative ideas.
• Keep a Detailed Journal: Document your progress, thoughts, and setbacks in a journal.
• Be Patient and Persistent: Research can be challenging, so remain patient and persistent in your pursuits.

Examples of Successful Zoology Projects

Let’s take a look at a few examples of remarkable zoology projects:

Case Study 1: Understanding Bird Migration

A student conducts a year-long study on the migratory patterns of a specific bird species, revealing new information about their routes and behaviors.

Case Study 2: The Genetic Diversity of Frogs

Another student investigates the genetic diversity of local frog populations, contributing to conservation efforts.

Case Study 3: Coral Reefs and Climate Change

A team of researchers studies the impact of climate change on coral reefs, offering insights into their resilience and vulnerability.

Zoology projects offer an exciting way to explore the animal kingdom and contribute to scientific knowledge. By choosing the right zoology project ideas, diligently executing your research, and effectively sharing your findings, you can make a meaningful impact in the field of zoology. The world of animals is waiting to be discovered, and you can be at the forefront of this exploration.

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A virtual animal behavior research project for an introductory biology course.

In December 2019, I was preparing to teach the lab section for the second half of an introductory biology sequence, which includes evolution, form and function, and ecology. I’d taught this course many times in the past, though I hadn’t for a few years before 2019. I knew I wanted to move away from rote learning through memorization or canned laboratory activities, and to create an authentic experience that would allow me the overarching theme of developing students’ scientific skills, as well as their science identity. Therefore, I redesigned the course so that our scheduled lab time was used for knowledge and skill development. The course focused on the research skills in the Vision and Change Biology Core Concepts (AAAS 2011) and supporting literature outlining how to apply the core concepts (Branchaw et al. 2020) so that students developed the necessary skills to conduct the research project at the end of the course.

Unfortunately, my initial plans were sidelined by the ongoing global pandemic, which required a portion of our laboratory activities to be conducted virtually. I ended up developing a multiweek virtual model to develop basic scientific knowledge and skills using BioInteractive resources that culminated in an eight-week-long animal behavior research project.

In developing this course, I focused on skill development because it’s essential for building confidence. When students are more confident in their skills, this confidence generates a sense of belonging in science, contributing to their science identity. This is essential for retention of students identified historically as Persons Excluded because of their Ethnicity or Race (PEERs), who may be marginalized and less comfortable in the science environment (Asai 2020).

Ethogram and Time-Budget Study

In order to move students toward more open-ended experiments, I chose ethograms with a time-budget study as their final research project. Ethograms are used in the field of animal behavior to collect data during observations and require making a series of field observations that result in a catalog of behaviors and activities identified by the observer.

For this research project, students conducted independent ethological research observing the behavior of an animal species of their choice. I asked students to choose between focusing on a group of animals or an individual, since these require different observational techniques. In observing a group of animals via webcam, students needed to understand that they should focus on one individual of the group for set intervals. Students could also choose to focus on an individual animal for longer and more frequent observations, though that comes with its own limitations.

Initial observations of specific behaviors helped students construct their data-collection instruments, which are used to construct a basic ethogram. Students determined how they would collect data, which helped to develop observational skills and rudimentary experimental design. I provided students with some examples of ethogram templates. (Many zoos have a basic version posted for students, such as this one: Virtual Classroom | Animal Ethograms - Denver Zoo .)

Finally, students used the list of behaviors they collected for their ethogram to observe their animal(s) several more times. They were required to create a data-collection tool to record the number of times each behavior was observed during a specified period of time for at least three more observation periods. These data were used to create a time-budget study, which is a study that identifies the activities an animal is performing in order to determine how the animal uses its energy during a specific time period.

Overall, ethograms and time-budget studies ease students into research before they are introduced to experimental variables and more advanced research methodology. Plus, it’s fun because they choose their own study animal, so it allows for an authentic final assessment in which students demonstrate the skills they have learned and take ownership of their project.

Weekly Modules

For context, this course consisted of a three-credit lecture and a one-credit lab. The first six weeks of the 15-week laboratory portion were conducted in a synchronous virtual format, using BioInteractive materials to teach the basic skills necessary to start the ethogram project. (The first six weeks, as well as the culminating project description, are presented here.) Starting in Week 7, we also conducted in-person lab activities that enhanced students’ background knowledge on animal behavior and taxonomy. All work for the ethogram project was submitted through the course learning management system.

Week 1: Science Literacy Part 1 & Evaluating Science in the News

The first week of lab class introduced students to the process of science by having them evaluate scientific news articles to prepare them for the literature review of their animal behavior project. During our synchronous meeting time, I provided a minilecture on scientific literacy, pseudoscience, and understanding logical fallacies, followed by a short quiz using an online polling system. I then assigned students into breakout groups. Each team completed the short handout for the activity “Evaluating Science in the News,” which involves using the CRAP (Currency, Reliability, Authority, and Purpose) test to evaluate a science news source.

Each team evaluated a “science” article about SARS-CoV-2 that was filled with misinformation by filling out the handout. I assigned the extended version of the “ Scientist Role Models” activity as homework because I wanted them to begin creating their science identity so that they considered themselves as scientists.

Week 2: Scientific Literacy Part 2: Reading Scientific Articles

During Week 2, we continued exploring scientific literacy to scaffold skills they learned in Week 1. The synchronous virtual meeting began with a case study activity that provided students with information about experimental design and basic data analysis. This case study also showed an animal observation study in which there is no laboratory experiment, but data were still collected based on a hypothesis.

We discussed the case study as a class, with students responding in the chat or out loud. Once we completed the case study, I created teams for another article analysis activity. We used this activity to become familiar with the structure of a scientific paper and describe what kind of information is provided in each section (abstract, introduction, methods, results, and conclusion). The activity goals were:

• Identify hypotheses in scientific writing.
• Evaluate evidence in support of a claim in scientific and journalistic writing.
• Identify appropriate search terms.
• Effectively search library databases to find relevant peer-reviewed scientific literature.
• Gain experience reviewing peer-reviewed literature.

Here are guiding questions that I asked students to keep in mind when reading a scientific article. (I also provided an optional resource article: “How to (Seriously) Read a Scientific Paper.” )

• What basic research question are the authors trying to answer?
• What makes that research question significant? (That is, why try to answer that question? Why does it matter?)
• What data did the authors collect?
• What is the authors’ interpretation of their data?
• Do you think that the data they collected supports their conclusions? Why or why not?

This activity consisted of two parts:

Part 1: I reviewed how scientists formulate a hypothesis, test it, and share their information with their peers through publication. I briefly introduced a topic using a short video. While students watched the video, I asked them to focus on how an observation, no matter how trivial, could help form a testable scientific question and emphasized that observation is the beginning of all scientific investigations.

I used a video about penguin defecation to maintain the theme of research related to animal observation. It gave students a chuckle, but is related to actual research, which they review in Part 2 of the activity.

Part 2: Students were divided into groups to read an article about penguin defecation ( Meyer-Rochow and Gal 2003 ) related to the research depicted in the video. Students were asked to work as a team to identify various components of the article, including the scientist’s hypothesis, the evidence used to accept or reject the hypothesis, and whether the hypothesis was accepted or rejected. For the activity, students chose one person from their group to be the notetaker and one person to report back to the entire class when we reconvened.

When the groups finished, we reconvened and students shared out. I recommend doing this as a group activity after they watch the video, with a follow-up discussion, because both of my sections found this particularly difficult. The article was a bit complex for them to understand, but as we talked through it, they understood the importance of becoming familiar with primary literature. I also reminded students that they were not expected to fully understand the paper.

Homework for Week 2 consisted of a similar reading assignment that related to the work they would do in Week 4 (Lizard Evolution Lab). Students watched a BioInteractive video on reproductive isolation and speciation in lizards , then read “Rapid evolution of a native species following invasion by a congener” ( Stuart et al. 2014 ).

In the directions for the article analysis, I reminded students that they were working toward a course goal of being able to understand scientific journal articles. I also allayed students’ concerns about the complexity of the article by reassuring them that I would do my best to teach them the background information needed to understand each article before we read it. I also told them to focus their attention on what they wanted to glean from the article.

Week 3: Sampling Distribution Lab

During Week 3, students were introduced to graph analysis and the concept of sample distributions using the Sampling and Normal Distribution Click & Learn and its accompanying worksheet. I converted the worksheet to a Google Form that students could easily fill out and submit online, since they would be working asynchronously. During the synchronous meeting, we did a quick recap of the article that students read for their homework from Week 2. I also showed the annotated summary of the same article entitled “There's a new kid in town” posted on Science in the Classroom .

After the article discussion, I did a minilecture on sampling distribution and how to use the Click & Learn. I then allowed students to work individually or in teams during class time. I stayed online in the virtual classroom so that students could pop in if they had questions for me. This activity proved to be difficult for some students, so I set up individual virtual meetings to go over their questions. No homework was assigned this week as they were working on the activity asynchronously.

Week 4: Lizard Evolution Lab

Week 4 included one of the favorite activities for both of my groups. Like in Week 3, I spent the synchronous meeting time showing students how to use the Lizard Evolution Virtual Lab and its accompanying worksheet. I also showed the related video The Origin of Species: Lizards in an Evolutionary Tree , which helped students understand how the data for the virtual lab were collected. I reminded them that observational skills were key to this research and that this was the research from the article they read in Week 2.

As in Week 3, I converted the worksheet questions into a Google Form. Similarly, no homework was assigned as they worked on this virtual lab asynchronously.

Week 5: Animal Behavior & Communication Part 1

Students were now ready to apply their skills. For Week 5, I used the synchronous time to go over the following topics with students via videos, a minilecture, and exemplars of previous work:

• How to keep a field journal (discussion and examples posted)
• Overview on ethograms and how they are created (videos and examples posted)
• Various types of animal behaviors that can be observed and methods of sampling animal behavior (videos)

I found several good video examples on YouTube and various examples of ethograms, which I also posted in the learning management system.

For homework, students reviewed the materials, then conducted an initial observation of an animal species of their choice. I’ve written about a similar project here: “Teaching Ecology and Animal Behavior in an Online Setting.” These observations helped them decide on the animal species they would like to study.

I also asked them to find at least two peer-reviewed articles about their animal species. I will admit that I was surprised that, at this point, students struggled with understanding what this meant. Many started off with non-peer-reviewed resources, such as encyclopedias and popular websites. I provided feedback on their resources and did not award the points for the assignment until they submitted peer-reviewed articles. In some cases, this took a virtual meeting to discuss this with students.

Week 6: Animal Behavior & Communication Part 2

For Week 6, students were introduced to a more in-depth example of animal observations so they could apply their problem-solving skills, as well as the knowledge we had learned in class thus far. This example really created a deeper understanding of the process of science once students saw how it was done.

For the synchronous class time, we used the How Animals Use Sound to Communicate Click & Learn. Students were provided with a Google Doc version of the accompanying worksheet so they could fill it in as we worked through the Click & Learn. With the class, I clicked through and discussed the “Introduction” slides to provide students with the knowledge base for the activity.

On Slides 3 and 4, students watched a video of the various animal behaviors identified and defined by the researchers. On Slide 3, I played the video and asked students to try to identify which of the auditory signals they observed the animals using. After this, we moved to Slide 4, which has the same video but highlights the auditory signals that students should have observed. This really showed that observational work, especially when there are multiple animals, is difficult.

This example connected with what students should have done during their observations the previous week. The example also assisted them in that week’s homework, which was constructing their data-collection tool. In addition, we discussed how animals use sound to communicate as we continued to watch the videos. This was much more interesting than reading about animal behavior in their textbook!

At this point, students should also have been thinking about the types of behaviors they could have been observing in Week 5. Some opted to redo their initial observation because they realized they did not adequately observe their animal. I loved that this happened because it let them experience the actual process of science in action. In other words, they realized that their original observational skills were not honed and were better able to understand the types of behaviors they should be looking for in their chosen species.

Once we finished the introduction of the Click & Learn, as a class, we worked through the first case study about how elephants communicate across long distances. This case study begins with an introduction to various types of elephant sounds and describes the combination of low- and high-frequency vocalizations used in elephant communication. This is a great thinking exercise that shows students how observational research can be used to develop a quantitative research study.

As homework for this week, students were asked to revise/develop descriptions of the behaviors they had identified. Then, they developed a definition for each behavior and created their data-collection sheet for the time-budget study.

The time-budget study was created by each student based on the list of behaviors they had generated. Once they identified the timeframe (e.g., observing animals for two 15-minute intervals twice per week at a specific time of day) for their observations, they would count how many times the animal presented with each behavior within the time they observed the animal. This is where they would use the ethogram to create a checklist used during the time-budget study observations. They were provided with a detailed instruction sheet for the entire project.

Once students submitted their data-collection table and received feedback from me (either written or via a meeting), they could start collecting data. They were required to collect data on three separate dates.

After Week 6

After working through Weeks 5 and 6, which helped students design their projects, students collected data for the rest of the semester (Weeks 7–14), with at least three separate data-collection periods required for their time-budget study. The final assessment for the course included an oral presentation of their results, as well as a written paper. I created a slide template for them and a sample of a research paper (I used a former student’s paper with permission), as many were not familiar with how to present authentic research.

After Week 6, the students met for in-person lab exercises (we were masked and in full PPE) where we practiced skills they would need to successfully complete their project. For example, they practiced behavioral observation skills via a pill-bug experiment where they made their own hypotheses and tested them.

During these final weeks, I also scheduled time to meet with students in-person to discuss issues with their projects. I tried to highlight the importance of interacting with a mentor (in this case, me) and helped them practice the skills they would use in graduate school or at work.

All but one student out of 30 successfully completed the project. The final presentations were conducted virtually. Students proudly presented their authentic research and clearly showed how they had developed their research skills with this project. I was ecstatic that students were able to accomplish so much during a global pandemic. They were able to get a feel for what it is like to work with a research mentor and develop their own research projects. I really enjoy mentoring students, and this is a perfect way to interact with them and model for them what it is to be mentored and to engage them in the process of science. Through the creation of the student-mentor bond, I was able to help them begin to see themselves as scientists. The seed for the base of their science identity was planted.

American Association for the Advancement of Science. Vision and Change in Undergraduate Biology Education: A Call to Action . Washington, DC: American Association for the Advancement of Science, 2011.

Asai, D. J. “Race Matters.” Cell 181, 4 (2020): 754–757. https://doi.org/10.1016/j.cell.2020.03.044 .

Branchaw, J. L., P. A. Pape-Lindstrom, K. D. Tanner, S. A. Bissonnette, T. L. Cary, B. A. Couch, A. J. Crowe, et al. “Resources for Teaching and Assessing the Vision and Change Biology Core Concepts. CBE—Life Sciences Education 19, 2 (2020): es1. https://doi.org/10.1187/cbe.19-11-0243 .

Meyer-Rochow, V. B., and J. Gal. “Pressures produced when penguins pooh—calculations on avian defaecation.” Polar Biology 27, 1 (2003): 56–58. https://doi.org/10.1007/s00300-003-0563-3 .

Stuart, Y. E., T. S. Campbell, P. A. Hohenlohe, R. G. Reynolds, L. J. Revell, and J. B. Losos. “Rapid evolution of a native species following invasion by a congener.” Science 346, 6208 (2014): 463–466. https://doi.org/10.1126/science.1257008 .

Melissa Haswell is currently the Associate Dean of Science and Mathematics at Delta College in Michigan. Previously, she taught introductory biology and science ethics for a biology majors program, and anatomy and physiology, and pathophysiology for the nursing program at Davenport University, a private university in Michigan. When she’s not focused on working to improve higher education, she enjoys hiking and camping with her husband and Dalmatian, Chloe, as well as reading, cooking, and spending time with their two cats.

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Writing Unit of Study: Animal Research Project

This free animal research project will provide you with a writing unit of study that will help you build excitement about writing informational text in your classroom.

You can download this free animal research project to help your writers develop their research and writing skills.

This project will be a great fit for your first, second or third grade writing workshop.

This is another free resource for teachers and homeschool families from The Curriculum Corner.

Why should I introduce my students to research through animal study?

Animal research can be a great topic for writing informational text because students tend to be curious about animals.

Nothing seems to spark interest in most kids like learning about animals in our world. Turn their enthusiasm into an engaging animal research writing project.

They can take the time to learn about different habitats and diets.

You can also encourage students to expand their vocabulary by having them create a glossary to accompany their writing.

About this animal research project

Within this post you will find over 30 pages of anchor charts, mini-lesson ideas, writing planners and graphic organizers.

The unit will help guide your students through the complete process. In the end, you will be helping to teach your students how to write their own pieces of informational text.

The intended end product for students is an animal booklet that they can staple together to share with others.

Students who are ready for more advanced work, can create a larger project with less direction.

A description of the mini-lessons

Lesson 1: introduction.

• Begin the unit by having the students brainstorm a list of animals that they might see everyday.
• Then, have them brainstorm a list of animals they see when they visit the zoo or walk in the forest. You can do this on the blank anchor chart provided or on cart paper.
• Another option is to place students in groups. They could work to create a list together.  
• You might assign each group a continent and have them find animals that live there.
• Pull the class together and have each group share what animals they found that live on their continent.

Lesson 2: Noticings

• Next you might want to get your students familiar with common characteristics about informational texts that teach about animals.
• Have them work in pairs or small groups to go through some books and record their “noticings” about the writing.
• Then come together in a community circle to discuss those noticings and create a class anchor chart.

Lesson 3: Opinion vs. Facts

• Before getting truly into this unit, you might need to conduct a lesson on opinions vs. facts.
• After a brief discussion you can use the giraffe paragraph provided in our resources to give your students some practice differentiating between the two. This paragraph contains both opinions and facts.
• With your class read through the paragraph and record facts and opinions on the T-chart.
• Discuss both sides and how they are different from each other.
• A black & white copy of this giraffe paragraph has also been provided.  You can have them work in pairs or groups to distinguish between the facts and opinions.
• If you need more resources for your students surrounding fact & opinion check out our   Fact & Opinion Sort .

Lesson 4: Choosing a Topic for the Animal Research Project

• We want to help students to narrow their topic choices by giving them some guidance.
• Gather students and begin a discussion about choosing an animal research topic.
• For this lesson we have provided two pages where students can individually brainstorm the animals they are interested in.
• You might have students work in groups or independently to make their choice. Conference with students as needed to help.
• Don’t shy away from letting more than one student research about the same animal.  This can be a great way to promote group work. It might also help out with some of your literacy center choices throughout this unit.

Lesson 5: Good Places to Find Information about an Animal

• At this age we want students to begin to understand that all they read online about animals isn’t always true. Sometimes writing might sound true without being filled with facts.
• Show students two possible places to find information online about their animal. One should be a trusted site with reliable and accurate information. Another should be a site that perhaps a child has created.  (There are many that you can find if you search.)
• Pose these questions: Is everything on the internet true? Why?  How can you tell? Why is it important for your research writing to contain accurate information?

Lesson 6: Taking Notes

• Sometimes giving students resources and a blank sheet of notebook paper can be too overwhelming for them. Some students will copy word for word. Others might feel overwhelmed.  We need to guide them to read and pull out facts & relevant information to use later in their writing.
• For this lesson we have provided four templates for note-taking that you might choose to use for your students.
• You might need to provide different organizers to students depending on their needs.
• You will want to model the organizers your students are use. Show them how to take notes as they read.
• After initial teaching, you may find that you need to pull small groups for extra practice. Others might benefit from a conference as you take a look at the notes they are taking.

Lesson 7: Word Choice in Research Writing

• To help students think about making their writing more interesting, have them brainstorm words about their animal.
• Together brainstorm words that would be appropriate for animals. They might add words about what they look like, their movement, their habitats, their life cycles, their diets, etc. You can create a class anchor chart on the page provided.  You might even think about using the real life picture of the wolf in the download. This can get the students to begin thinking of more interesting words for animals (fierce, mighty, strong, etc).
• Then, pass out the individual brainstorm pages. Students can use the anchor chart as a guide to begin their own word choice pages about their animal. This might be a good partner activity as well.

Lesson 8: Writing Sketch for the Animal Research Project

• Next, you can model the writing sketch planner for your class.
• One idea to help your students narrow down all of the information they have learned about their animals is to give them a specific number of animals facts that they can focus on.
• Each of these facts can serve as the actual text that they will put on each page of their animal research book. Or the facts could serve as a focus for each paragraph in their writing.
• You might find that this would be a good mini-lesson to do with smaller groups of children.

Lesson 9: Creating a Table of Contents

• Another idea that can be a writing planner AND a page in their animal research book is the table of contents. Pull out one of the Table of Contents pages from the resources provided and model how to fill in the blanks on each page.
• This page will then serve as their Table of Contents (with a focus discussion on what that is and the purpose it serves) and also their writing planner so they know what they will put in the pages of their booklet.

Lesson 10: Creating a Glossary

• There are two pages provided in the resources that might help your students to learn to pull out topic specific words to put into a glossary for the end of their animal research book.
• Be sure to model how you would like for your students to use these organizers (keeping in mind that you may need to copy more than one page if there are more words than the page provides for).
• If your students need a refresher on ABC order check out these links for some added practice/review: ABC Order Task Cards & Fry Word ABC Order Task Cards

Lesson 11: Writing Your Animal Research

• You will decide on the best method for your students to showcase their published animal research.
• You may want your students to use their own creativity in the texts that they write and share. If you’d like a first experience to provide a bit more guidance, we have provided two different sets of pages for booklets.
• One is more guided and the other has less structure and smaller lines for more writing.  15 pages are provided so that you or students can pick what fits their needs.
• This “lesson” may actually become a series of lessons if you choose to model how each page can be used.  (We have also included a page with simple writing lines in case students need less guidance than the booklet pages provided.)

Lesson 12: Labeling Pictures

• One final lesson idea that pairs well with writing informational text is to teach your students how to label pictures.
• Since most nonfiction writing has real photographs, students can find some pictures online to print out and label for their booklet.  Hand-drawn pictures are also great if you would rather encourage some or all of your students in that direction.
• Whatever you choose, show your class how to effectively label a picture so that it teaches the reader more.  You can use the picture of the polar bear provided to model how to add words or even short facts as labels.  (For example if the simple label “fur” wouldn’t add additional information to the book, you might teach them to label it with a short fact such as “dense fur protects the animal’s skin from the weather”.
• To make this idea more user friendly, you might want them to use the page of blank white boxes provided to write their labels for their pictures.  Then all they need to do is cut them out and glue them to a printed picture.

Research using animals: an overview

Around half the diseases in the world have no treatment. Understanding how the body works and how diseases progress, and finding cures, vaccines or treatments, can take many years of painstaking work using a wide range of research techniques. There is overwhelming scientific consensus worldwide that some research using animals is still essential for medical progress.

Animal research in the UK is strictly regulated. For more details on the regulations governing research using animals, go to the UK regulations page .

Why is animal research necessary?

There is overwhelming scientific consensus worldwide that some animals are still needed in order to make medical progress.

Where animals are used in research projects, they are used as part of a range of scientific techniques. These might include human trials, computer modelling, cell culture, statistical techniques, and others. Animals are only used for parts of research where no other techniques can deliver the answer.

A living body is an extraordinarily complex system. You cannot reproduce a beating heart in a test tube or a stroke on a computer. While we know a lot about how a living body works, there is an enormous amount we simply don’t know: the interaction between all the different parts of a living system, from molecules to cells to systems like respiration and circulation, is incredibly complex. Even if we knew how every element worked and interacted with every other element, which we are a long way from understanding, a computer hasn’t been invented that has the power to reproduce all of those complex interactions - while clearly you cannot reproduce them all in a test tube.

While humans are used extensively in Oxford research, there are some things which it is ethically unacceptable to use humans for. There are also variables which you can control in a mouse (like diet, housing, clean air, humidity, temperature, and genetic makeup) that you could not control in human subjects.

Is it morally right to use animals for research?

Most people believe that in order to achieve medical progress that will save and improve lives, perhaps millions of lives, limited and very strictly regulated animal use is justified. That belief is reflected in the law, which allows for animal research only under specific circumstances, and which sets out strict regulations on the use and care of animals. It is right that this continues to be something society discusses and debates, but there has to be an understanding that without animals we can only make very limited progress against diseases like cancer, heart attack, stroke, diabetes, and HIV.

It’s worth noting that animal research benefits animals too: more than half the drugs used by vets were developed originally for human medicine. 

Aren’t animals too different from humans to tell us anything useful?

No. Just by being very complex living, moving organisms they share a huge amount of similarities with humans. Humans and other animals have much more in common than they have differences. Mice share over 90% of their genes with humans. A mouse has the same organs as a human, in the same places, doing the same things. Most of their basic chemistry, cell structure and bodily organisation are the same as ours. Fish and tadpoles share enough characteristics with humans to make them very useful in research. Even flies and worms are used in research extensively and have led to research breakthroughs (though these species are not regulated by the Home Office and are not in the Biomedical Sciences Building).

What does research using animals actually involve?

The sorts of procedures research animals undergo vary, depending on the research. Breeding a genetically modified mouse counts as a procedure and this represents a large proportion of all procedures carried out. So does having an MRI (magnetic resonance imaging) scan, something which is painless and which humans undergo for health checks. In some circumstances, being trained to go through a maze or being trained at a computer game also counts as a procedure. Taking blood or receiving medication are minor procedures that many species of animal can be trained to do voluntarily for a food reward. Surgery accounts for only a small minority of procedures. All of these are examples of procedures that go on in Oxford's Biomedical Sciences Building. 

How many animals are used?

Figures for 2023 show numbers of animals that completed procedures, as declared to the Home Office using their five categories for the severity of the procedure.

# NHPs - Non Human Primates

Oxford also maintains breeding colonies to provide animals for use in experiments, reducing the need for unnecessary transportation of animals.

Figures for 2017 show numbers of animals bred for procedures that were killed or died without being used in procedures:

Why must primates be used?

Primates account for under half of one per cent (0.5%) of all animals housed in the Biomedical Sciences Building. They are only used where no other species can deliver the research answer, and we continually seek ways to replace primates with lower orders of animal, to reduce numbers used, and to refine their housing conditions and research procedures to maximise welfare.

However, there are elements of research that can only be carried out using primates because their brains are closer to human brains than mice or rats. They are used at Oxford in vital research into brain diseases like Alzheimer’s and Parkinson’s. Some are used in studies to develop vaccines for HIV and other major infections.

What is done to primates?

The primates at Oxford spend most of their time in their housing. They are housed in groups with access to play areas where they can groom, forage for food, climb and swing.

Primates at Oxford involved in neuroscience studies would typically spend a couple of hours a day doing behavioural work. This is sitting in front of a computer screen doing learning and memory games for food rewards. No suffering is involved and indeed many of the primates appear to find the games stimulating. They come into the transport cage that takes them to the computer room entirely voluntarily.

After some time (a period of months) demonstrating normal learning and memory through the games, a primate would have surgery to remove a very small amount of brain tissue under anaesthetic. A full course of painkillers is given under veterinary guidance in the same way as any human surgical procedure, and the animals are up and about again within hours, and back with their group within a day. The brain damage is minor and unnoticeable in normal behaviour: the animal interacts normally with its group and exhibits the usual natural behaviours. In order to find out about how a disease affects the brain it is not necessary to induce the equivalent of full-blown disease. Indeed, the more specific and minor the brain area affected, the more focussed and valuable the research findings are.

The primate goes back to behavioural testing with the computers and differences in performance, which become apparent through these carefully designed games, are monitored.

At the end of its life the animal is humanely killed and its brain is studied and compared directly with the brains of deceased human patients. 

Primates at Oxford involved in vaccine studies would simply have a vaccination and then have monthly blood samples taken.

How many primates does Oxford hold?

* From 2014 the Home Office changed the way in which animals/ procedures were counted. Figures up to and including 2013 were recorded when procedures began. Figures from 2014 are recorded when procedures end.

What’s the difference between ‘total held’ and ‘on procedure’?

Primates (macaques) at Oxford would typically spend a couple of hours a day doing behavioural work, sitting in front of a computer screen doing learning and memory games for food rewards. This is non-invasive and done voluntarily for food rewards and does not count as a procedure. After some time (a period of months) demonstrating normal learning and memory through the games, a primate would have surgery under anaesthetic to remove a very small amount of brain tissue. The primate quickly returns to behavioural testing with the computers, and differences in performance, which become apparent through these carefully designed puzzles, are monitored. A primate which has had this surgery is counted as ‘on procedure’. Both stages are essential for research into understanding brain function which is necessary to develop treatments for conditions including Alzheimer’s, Parkinson’s and schizophrenia.

Why has the overall number held gone down?

Numbers vary year on year depending on the research that is currently undertaken. In general, the University is committed to reducing, replacing and refining animal research.

You say primates account for under 0.5% of animals, so that means you have at least 16,000 animals in the Biomedical Sciences Building in total - is that right?

Numbers change daily so we cannot give a fixed figure, but it is in that order.

Aren’t there alternative research methods?

There are very many non-animal research methods, all of which are used at the University of Oxford and many of which were pioneered here. These include research using humans; computer models and simulations; cell cultures and other in vitro work; statistical modelling; and large-scale epidemiology. Every research project which uses animals will also use other research methods in addition. Wherever possible non-animal research methods are used. For many projects, of course, this will mean no animals are needed at all. For others, there will be an element of the research which is essential for medical progress and for which there is no alternative means of getting the relevant information.

How have humans benefited from research using animals?

As the Department of Health states, research on animals has contributed to almost every medical advance of the last century.

Without animal research, medicine as we know it today wouldn't exist. It has enabled us to find treatments for cancer, antibiotics for infections (which were developed in Oxford laboratories), vaccines to prevent some of the most deadly and debilitating viruses, and surgery for injuries, illnesses and deformities.

Life expectancy in this country has increased, on average, by almost three months for every year of the past century. Within the living memory of many people diseases such as polio, tuberculosis, leukaemia and diphtheria killed or crippled thousands every year. But now, doctors are able to prevent or treat many more diseases or carry out life-saving operations - all thanks to research which at some stage involved animals.

Each year, millions of people in the UK benefit from treatments that have been developed and tested on animals. Animals have been used for the development of blood transfusions, insulin for diabetes, anaesthetics, anticoagulants, antibiotics, heart and lung machines for open heart surgery, hip replacement surgery, transplantation, high blood pressure medication, replacement heart valves, chemotherapy for leukaemia and life support systems for premature babies. More than 50 million prescriptions are written annually for antibiotics. 

We may have used animals in the past to develop medical treatments, but are they really needed in the 21st century?

Yes. While we are committed to reducing, replacing and refining animal research as new techniques make it possible to reduce the number of animals needed, there is overwhelming scientific consensus worldwide that some research using animals is still essential for medical progress. It only forms one element of a whole research programme which will use a range of other techniques to find out whatever possible without animals. Animals would be used for a specific element of the research that cannot be conducted in any alternative way.

How will humans benefit in future?

The development of drugs and medical technologies that help to reduce suffering among humans and animals depends on the carefully regulated use of animals for research. In the 21st century scientists are continuing to work on treatments for cancer, stroke, heart disease, HIV, malaria, tuberculosis, diabetes, neurodegenerative diseases like Alzheimer's and Parkinson’s, and very many more diseases that cause suffering and death. Genetically modified mice play a crucial role in future medical progress as understanding of how genes are involved in illness is constantly increasing. 

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Open Access

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A guide to open science practices for animal research

Contributed equally to this work with: Kai Diederich, Kathrin Schmitt

Affiliation German Federal Institute for Risk Assessment, German Centre for the Protection of Laboratory Animals (Bf3R), Berlin, Germany

* E-mail: [email protected]

• Kai Diederich, 
• Kathrin Schmitt, 
• Philipp Schwedhelm, 
• Bettina Bert, 
• Céline Heinl

Published: September 15, 2022

• https://doi.org/10.1371/journal.pbio.3001810
• Reader Comments

Translational biomedical research relies on animal experiments and provides the underlying proof of practice for clinical trials, which places an increased duty of care on translational researchers to derive the maximum possible output from every experiment performed. The implementation of open science practices has the potential to initiate a change in research culture that could improve the transparency and quality of translational research in general, as well as increasing the audience and scientific reach of published research. However, open science has become a buzzword in the scientific community that can often miss mark when it comes to practical implementation. In this Essay, we provide a guide to open science practices that can be applied throughout the research process, from study design, through data collection and analysis, to publication and dissemination, to help scientists improve the transparency and quality of their work. As open science practices continue to evolve, we also provide an online toolbox of resources that we will update continually.

Citation: Diederich K, Schmitt K, Schwedhelm P, Bert B, Heinl C (2022) A guide to open science practices for animal research. PLoS Biol 20(9): e3001810. https://doi.org/10.1371/journal.pbio.3001810

Copyright: © 2022 Diederich et al. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Funding: The authors received no specific funding for this work.

Competing interests: I have read the journal’s policy and the authors of this manuscript have the following competing interests: All authors are employed at the German Federal Institute for Risk Assessment and part of the German Centre for the Protection of Laboratory Animals (Bf3R) which developed and hosts animalstudyregistry.org , a preregistration platform for animal studies and animaltestinfo.de, a database for non-technical project summaries (NTS) of approved animal study protocols within Germany.

Abbreviations: CC, Creative Commons; CIRS-LAS, critical incident reporting system in laboratory animal science; COVID-19, Coronavirus Disease 2019; DOAJ, Directory of Open Access Journals; DOI, digital object identifier; EDA, Experimental Design Assistant; ELN, electronic laboratory notebook; EU, European Union; IMSR, International Mouse Strain Resource; JISC, Joint Information Systems Committee; LIMS, laboratory information management system; MGI, Mouse Genome Informatics; NC3Rs, National Centre for the Replacement, Refinement and Reduction of Animals in Research; NTS, non-technical summary; RRID, Research Resource Identifier

Introduction

Over the past decade, the quality of published scientific literature has been repeatedly called into question by the failure of large replication studies or meta-analyses to demonstrate sufficient translation from experimental research into clinical successes [ 1 – 5 ]. At the same time, the open science movement has gained more and more advocates across various research areas. By sharing all of the information collected during the research process with colleagues and with the public, scientists can improve collaborations within their field and increase the reproducibility and trustworthiness of their work [ 6 ]. Thus, the International Reproducibility Networks have called for more open research [ 7 ].

However, open science practices have not been adopted to the same degree in all research areas. In psychology, which was strongly affected by the so-called reproducibility crisis, the open science movement initiated real practical changes leading to a broad implementation of practices such as preregistration or sharing of data and material [ 8 – 10 ]. By contrast, biomedical research is still lagging behind. Open science might be of high value for research in general, but in translational biomedical research, it is an ethical obligation. It is the responsibility of the scientist to transparently share all data collected to ensure that clinical research can adequately evaluate the risks and benefits of a potential treatment. When Russell and Burch published “The Principles of Humane Experimental Technique” in 1959, scientists started to implement their 3Rs principle to answer the ethical dilemma of animal welfare in the face of scientific progress [ 11 ]. By replacing animal experiments wherever possible, reducing the number of animals to a strict minimum, and refining the procedures where animals have still to be used, this ethical dilemma was addressed. However, in recent years, whether the 3Rs principle is sufficient to fully address ethical concerns about animal experiments has been questioned [ 12 ].

Most people tolerate the use of animals for scientific purposes only under the basic assumption that the knowledge gained will advance research in crucial areas. This implies that performed experiments are reported in a way that enables peers to benefit from the collected data. However, recent studies suggest that a large proportion of animal experiments are never actually published. For example, scientists working within the European Union (EU) have to write an animal study protocol for approval by the competent authorities of the respective country before performing an animal experiment [ 13 ]. In these protocols, scientists have to describe the planned study and justify every animal required for the project. By searching for publications resulting from approved animal study protocols from 2 German University Medical Centers, Wieschowski and colleagues found that only 53% of approved protocols led to a publication after 6 years [ 14 ]. Using a similar approach, Van der Naald and colleagues determined a publication rate of 60% at the Utrecht Medical Center [ 15 ]. In a follow-up survey, the respective researchers named so-called “negative” or null-hypothesis results as the main cause for not publishing outcomes [ 15 ]. The current scientific system is shaped by publishers, funders, and institutions and motivates scientists to publish novel, surprising, and positive results, revealing one of the many structural problems that the numerous efforts towards open science initiatives are targeting. Non-publication not only strongly contradicts ethical values, but also it compromises the quality of published literature by leading to overestimation of effect sizes [ 16 , 17 ]. Furthermore, publications of animal studies too often show poor reporting that strongly impairs the reproducibility, validity, and usefulness of the results [ 18 ]. Unfortunately, the idea that negative or equivocal findings can also contribute to the gain of scientific knowledge is frequently neglected.

So far, the scientific community using animals has shown limited resonance to the open science movement. Due to the strong controversy surrounding animal experiments, scientists have been reluctant to share information on the topic. Additionally, translational research is highly competitive and researchers tend to be secretive about their ideas until they are ready for publication or patent [ 19 , 20 ]. However, this missing openness could also point to a lack of knowledge and training on the many open science options that are available and suitable for animal research. Researchers have to be convinced of the benefits of open science practices, not only for science in general, but also for the individual researcher and each single animal. Yet, the key players in the research system are already starting to value open science practices. An increasing number of journals request open sharing of data, funders pay for open access publications and institutions consider open science practices in hiring decisions. Open science practices can improve the quality of work by enabling valuable scientific input from peers at the early stages of research projects. Furthermore, the extended communication that open science practices offer can draw attention to research and help to expand networks of collaborators and lead to new project opportunities or follow-up positions. Thus, open science practices can be a driver for careers in academia, particularly those of early career researchers.

Beyond these personal benefits, improving transparency in translational biomedical research can boost scientific progress in general. By bringing to light all the recorded research outputs that until now have remained hidden, the publication bias and the overestimation of effect sizes can be reduced [ 17 ]. Large-scale sharing of data can help to synthesize research outputs in preclinical research that will enable better decision-making for clinical research. Disclosing the whole research process will help to uncover systematic problems and support scientists in thoroughly planning their studies. In the long run, we predict that the implementation of open science practices will lead to the use of fewer animals in unintentionally repeated experiments that previously showed unreported negative results or in the establishment of methods by avoiding experimental dead ends that are often not published. More collaborations and sharing of materials and methods can further reduce the number of animal experiments used for the implementation of new techniques.

Open science can and should be implemented at each step of the research process ( Fig 1 ). A vast number of tools are already provided that were either directly conceptualized for animal research or can be adapted easily. In this Essay, we provide an overview of open science tools that improve transparency, reliability, and animal welfare in translational in vivo biomedical research by supporting scientists to clearly communicate their research and by supporting collaborative working. Table 1 lists the most prominent open science tools we discuss, together with their respective links. We have structured this Essay to guide you through which tools can be used at each stage of the research process, from planning and conducting experiments, through to analyzing data and communicating the results. However, many of these tools can be used at many different steps. Table 1 has been deposited on Zenodo and will be updated continuously [ 21 ].

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Application of open science practices at each step of the research process can maximize the impact of performed animal experiments. The implementation of these practices will lead to less time pressure at the end of a project. Due to the connection of most of these open science practices, spending more time in the planning phase and during the conduction of experiments will save time during the data analysis and publication of the study. Indeed, consulting reporting guidelines early on, preregistering a statistical plan, and writing down crucial experimental details in an electronic lab notebook, will strongly accelerate the writing of a manuscript. If protocols or even electronic lab notebooks were made public, just citing these would simplify the writing of publications. Similarly, if a data management plan is well designed before starting data collection, analyzing, and depositing data in a public repository, as is increasingly required, will be fast. NTS, non-technical summary.

https://doi.org/10.1371/journal.pbio.3001810.g001

https://doi.org/10.1371/journal.pbio.3001810.t001

Planning the study

Transparent practices can be adopted at every stage of the research process. However, to ensure full effectivity, it is highly recommended to engage in detailed planning before the start of the experiment. This can prevent valuable time from being lost at the end of the study due to careless decisions being made at the beginning. Clarifying data management at the start of a project can help avoiding filing chaos that can be very time consuming to untangle. Keeping clear track of a project and study design will also help if new colleagues are included later on in the project or if entire project parts are handed over. In addition, all texts written on the rationale and hypothesis of the study or method descriptions, or design schemes created during the planning phase can be used in the final publications ( Fig 1 ). Similarly, information required for preregistration of animal studies or for reporting according to the ARRIVE guidelines are an extension of the details required for ethical approval [ 22 , 23 ]. Thus, the time burden within the planning phase is often overestimated. Furthermore, the thorough planning of experiments can avoid the unnecessary use of animals by preventing wrong avenues from being pursued.

Implementing open scientific practices at the beginning of a project does not mean that the idea and study plan must be shared immediately, but rather is critical for making the entire workflow transparent at the end of the project. However, optional early sharing of information can enable peers to give feedback on the study plan. Studies potentially benefit more from this a priori input than they would from the classical a posteriori peer-review process.

Most people perceive guidelines as advice that instructs on how to do something. However, it is sometimes useful to consider the term in its original meaning; “the line that guides us”. In this sense, following guidelines is not simply fulfilling a duty, but is a process that can help to design a sound research study and, as such, guidelines should be consulted at the planning stage of a project. The PREPARE guidelines are a list of important points that should be thought-out before starting a study involving animal experiments in order to reduce the waste of animals, promote alternatives, and increase the reproducibility of research and testing [ 24 ]. The PREPARE checklist helps to thoroughly plan a study and focuses on improving the communication and collaboration between all involved participants of the study (i.e., animal caretakers and scientists). Indeed, open science begins with the communication within a research facility. It is currently available in 33 languages and the responsible team from Norecopa, Norway’s 3R-center, takes requests for translations into further languages.

The UK Reproducibility Network has also published several guiding documents (primers) on important topics for open and reproducible science. These address issues such as data sharing [ 25 ], open access [ 26 ], open code and software [ 27 ], and preprints [ 28 ], as well as preregistration and registered reports [ 27 ]. Consultation of these primers is not only helpful in the relevant phases of the experiment but is also encouraged in the planning phase.

Although the ARRIVE guidelines are primarily a reporting guideline specifically designed for preparing a publication containing animal data, they can also support researchers when planning their experiments [ 22 , 23 ]. Going through the ARRIVE website, researchers will find tools and explanations that can support them in planning their experiments [ 29 ]. Consulting the ARRIVE checklist at the beginning of a project can help in deciding what details need to be documented during conduction of the experiments. This is particularly advisable, given that compliance to ARRIVE is still poor [ 18 ].

Experimental design

To maximize the validity of performed experiments and the knowledge gained, designing the study well is crucial. It is important that the chosen animal species reflects the investigated disease well and that basic characteristics of the animal, such as sex or age, are considered carefully [ 30 ]. The Canadian Institutes of Health Research provides a collection of resources on the integration of sex and gender in biomedical research with animals, including tips and tools for researchers and reviewers [ 31 ]. Additionally, it is advisable to avoid unnecessary standardization of biological and environmental factors that can reduce the external validity of results [ 32 ]. Meticulous statistical planning can further optimize the use of animals. Free to use online tools for calculating sample sizes such as G*Power or the inVivo software package for R can further support animal researchers in designing their statistical plan [ 33 , 34 ]. Randomization for the allocation of groups can be supported with specific tools for scientists like Research Randomizer, but also by simple online random number generators [ 35 ]. Furthermore, it might be advisable when designing the study to incorporate pathological analyses into the experimental plan. Optimal planning of tissue collection, performance of pathological procedures according to accepted best practices, and use of optimal pathological analysis and reporting methods can add some extra knowledge that would otherwise be lost. This can improve the reproducibility and quality of translational biomedicine, especially, but not exclusively, in animal studies with morphological endpoints. In all animal studies, unexpected deaths in experimental animals can occur and be the cause of lost data or missed opportunities to identify health problems [ 36 , 37 ].

To support researchers in designing their animal research, the National Centre for the Replacement, Refinement and Reduction of Animals in Research (NC3Rs) has also developed the Experimental Design Assistant (EDA) [ 38 , 39 ]. This online tool helps researchers to better structure in vivo research by creating detailed schemes of the study design. It provides feedback on the entered design, drawing researcher’s attention to crucial decisions in the project. The resulting schemes can be used to transparently share the study design by uploading it into a study preregistration, enclosing it in a grant application, or submitting it with a final manuscript. The EDA can be used for different study designs in diverse scenarios and helps to communicate researcher plans to others [ 40 ]. The EDA might be particularly of interest to clarify very complex study designs involving multiple experimental groups. Working with the EDA might appear rather complex in the beginning, but the NC3R provides regular webinars that can help to answer any questions that arise.

Preregistration

Preregistration is an effective tool to improve the quality and transparency of research. To preregister their work, scientists must determine crucial details of the study before starting any experiment. Changes occurring during a study can be outlined at the end. A preregistered study plan should include at least the hypothesis and determine all the parameters that are known in advance. A description of the planned study design and statistical analysis will enable reviewers and peers to better retrace the workflow. It can prevent the intentional use of the flexibility of analysis to reach p -values under a certain significance level (e.g., p-hacking or HARKing (Hypothesizing After Results are Known)). With preregistration, scientists can also claim their idea at an early stage of their research with a citable individual identifier that labels the idea as their own. Some open preregistration platforms also provide a digital object identifier (DOI), which makes the registered study citable. Three public registries actively encourage the preregistration of animal studies conducted around the world: OSF registry, preclinicaltrials.eu, and animalstudyregistry.org [ 41 – 45 ]. Scientists can choose the registry according to their needs. Preregistering a study in a public registry supports scientists in planning their study and later to critically reevaluate their own work and assess its limitations and potentials.

As an alternative to public registries, researchers can also submit their study plan to one of hundreds of journals already publishing registered reports, including many journals open to animal research [ 8 ]. A submitted registered report passes 2 steps of peer review. In the first step, reviewers comment on the idea and the study design. After an “in-principle-acceptance,” researchers can conduct their study as planned. If the authors conduct the experiments as described in the accepted study protocol, the journal will publish the final study regardless of the outcome. This might be an attractive option, especially for early career researchers, as a manuscript is published at the beginning of a project with the guarantee of a future final publication.

The benefits of preregistration can already be observed in clinical research, where registration has been mandatory for most trials for more than 20 years. Preregistration in clinical research has helped to make known what has been tested and not just what worked and was published, and the implementation of trial registration has strongly reduced the number of publications reporting significant treatment effects [ 46 ]. In animal research, with its unrealistically high percentage of positive results, preregistration seems to be particularly worthwhile.

Research data management

To get the most out of performed animal experiments, effective sharing of data at the end of the study is essential. Sharing research data optimally is complex and needs to be prepared in advance. Thus, data management can be seen as one part of planning a study thoroughly. Many funders have recognized the value of the original research data and request a data management plan from applicants in advance [ 25 , 47 ]. Various freely available tools such as DMPTool or DMPonline already exist to design a research data management plan that complies to the requirements of different funders [ 48 , 49 ]. The data management plan defines the types of data collected and describes the handling and names responsible persons throughout the data lifecycle. This includes collecting the data, analyzing, archiving, and sharing it. Finally, a data management plan enables long-term access and the possibility for reuse by peers. Developing such a plan, whether it is required by funders or not, will later simplify the application of the FAIR data principle (see section on the FAIR data principle). The Longwood Medical Area Research Data Management Working Group from the Harvard Medical School developed a checklist to assist researchers in optimally managing their data throughout the data lifecycle [ 50 ]. Similarly, the Joint Information Systems Committee (JISC) provides a great research data management toolkit including a checklist for researchers planning their project [ 51 ]. Consulting this checklist in the planning phase of a project can prevent common errors in research data management.

Non-technical project summary

One instrument specifically conceived to create transparency on animal research for the general public is the so-called non-technical project summary (NTS). All animal protocols approved within the EU must be accompanied by these comprehensible summaries. NTSs are intended to inform the public about ongoing animal experiments. They are anonymous and include information on the objectives and potential benefits of the project, the expected harm, the number of animals, the species, and a statement of compliance with the requirements of the 3Rs principle. However, beyond simply informing the public, NTSs can also be used for meta-research to help identify new research areas with an increased need for new 3R technologies [ 52 , 53 ]. NTSs become an excellent tool to appropriately communicate the scientific value of the approved protocol and for meta-scientists to generate added value by systematically analyzing theses summaries if they fulfill a minimum quality threshold [ 54 , 55 ]. In 2021, the EU launched the ALURES platform ( Table 1 ), where NTSs from all member states are published together, opening the opportunities for EU-wide meta-research. NTSs are, in contrast to other open science practices, mandatory in the EU. However, instead of thinking of them as an annoying duty, it might be worth thoroughly drafting the NTS to support the goals of more transparency towards the public, enabling an open dialogue and reducing extreme opinions.

Conducting the experiments

Once the experiments begin, documentation of all necessary details is essential to ensure the transparency of the workflow. This includes methodological details that are crucial for replicating experiments, but also failed attempts that could help peers to avoid experiments that do not work in the future. All information should be stored in such a way that it can be found easily and shared later. In this area, many new tools have emerged in recent years ( Table 1 ). These tools will not only make research transparent for colleagues, but also help to keep track of one’s own research and improve internal collaboration.

Electronic laboratory notebooks

Electronic laboratory notebooks (ELNs) are an important pillar of research data management and open science. ELNs facilitate the structured and harmonized documentation of the data generation workflow, ensure data integrity, and keep track of all modifications made to the original data based on an audit trail option. Moreover, ELNs simplify the sharing of data and support collaborations within and outside the research group. Methodological details and research data become searchable and traceable. There is an extensive amount of literature providing advice on the selection and the implementation process of an ELN depending on the specific needs and research area and its discussion would be beyond the scope of this Essay [ 56 – 58 ]. Some ELNs are connected to a laboratory information management system (LIMS) that provides an animal module supporting the tracking of animal details [ 59 ]. But as research involving animals is highly heterogeneous, this might not be the only decision point and we cannot recommend a specific ELN that is suitable for all animal research.

ELNs are already established in the pharmaceutical industry and their use is on the rise among academics as well. However, due to concerns around costs for licenses, data security, and loss of flexibility, many research institutions still fear the expenses that the introduction of such a system would incur [ 56 ]. Nevertheless, an increasing number of academic institutions are implementing ELNs and appreciating the associated benefits [ 60 ]. If your institution already has an ELN, it might be easiest to just use the option available in the research environment. If not, the Harvard Medical School provides an extensive and updated overview of various features of different ELNs that can support scientists in choosing the appropriate one for their research [ 61 ]. There are many commercial ELN products, which may be preferred when the administrative workload should be outsourced to a large extent. However, open-source products such as eLabFTW or open BIS provide a greater opportunity for customization to meet specific needs of individual research institutions [ 62 – 64 ]. A huge number of options are available depending on the resources and the features required. Some scientists might prefer generic note taking tools such as Evernote or just a simple Word document that offers infinite flexibility, but specific ELNs can further support good record keeping practice by providing immutability, automated backups, standardized methods, and protocols to follow. Clearly defining the specific requirements expected might help to choose an adequate system that would improve the quality of the record compared to classical paper laboratory notebooks.

Sharing protocols

Adequate sharing of methods in translational biomedical sciences is key to reproducibility. Several repositories exist that simplify the publication and exchange of protocols. Writing down methods at the end of the project bears the risk that crucial details might be missing [ 65 ]. On protocols.io, scientists can note all methodological details of a procedure, complete them with uploaded documents, and keep them for personal use or share them with collaborators [ 66 ]. Authors can also decide at any point in time to make their protocol public. Protocols published on protocols.io receive a DOI and become citable; they can be commented on by peers and adapted according to the needs of the individual researcher. Protocol.io files from established protocols can also be submitted together with some context and sample datasets to PLOS ONE , where it can be peer-reviewed and potentially published [ 67 , 68 ]. Depending on the affiliation of the researchers to academia or industry and on an internal or public sharing of files, protocols.io can be free of charge or come with costs. Other journals also encourage their authors to deposit their protocols in a freely accessible repository, such as protocol exchange from Nature portfolio [ 69 ]. Another option might be to separately submit a protocol that was validated by its use in an already published research article to an online and peer-reviewed journal specific for research protocols, such as Bio-Protocol. A multitude of journals, including eLife and Science already collaborate with Bio-Protocol and recommend authors to publish the method in Bio-Protocol [ 70 ]. Bio-Protocol has no submission fees and is freely available to all readers. Both protocols.io and Bio-Protocol allow the illustration of complex scientific methods by uploading videos to published protocols. In addition, protocols can be deposited in a general research repository such as the Open Science Framework (OSF repository) and referenced in appropriate publications.

Sharing critical incidents

Sharing critical or even adverse events that occur in the context of animal experimentation can help other scientists to avoid committing the same mistakes. The system of sharing critical incidents is already established in clinical practice and helps to improve medical care [ 71 , 72 ]. The online platform critical incident reporting system in laboratory animal science (CIRS-LAS) represents the first preclinical equivalent to these clinical systems [ 73 ]. With this web-based tool, critical incidents in animal research can be reported anonymously without registration. An expert panel helps to analyze the incident to encourage an open dialogue. Critical incident reporting is still very marginal in animal research and performed procedures are very variable. These factors make a systemic analysis and a targeted search of incidence difficult. However, it may be of special interest for methods that are broadly used in animal research such as anesthesia. Indeed, a broad feed of this system with data on errors occurring in standard procedures today could help avoid critical incidences in the future and refine animal experiments.

Sharing animals, organs, and tissue

When we think about open science, sharing results and data are often in focus. However, sharing material is also part of a collaborative and open research culture that could help to greatly reduce the number of experimental animals used. When an animal is killed to obtain specific tissue or organs, the remainder is mostly discarded. This may constitute a wasteful practice, as surplus tissue can be used by other researchers for different analyses. More animals are currently killed as surplus than are used in experiments, demonstrating the potential for sharing these animals [ 74 , 75 ].

Sharing information on generated surplus is therefore not only economical, but also an effective way to reduce the number of animals used for scientific purposes. The open-source software Anishare is a straightforward way for breeders of genetically modified lines to promote their surplus offspring or organs within an institution [ 76 ]. The database AniMatch ( Table 1 ) connects scientists within Europe who are offering tissue or organs with scientists seeking this material. Scientists already sharing animal organs can support this process by describing it in publications and making peers aware of this possibility [ 77 ]. Specialized research communities also allow sharing of animal tissue or animal-derived products worldwide that are typically used in these fields on a collaborative basis via the SEARCH-framework [ 78 , 79 ]. Depositing transgenic mice lines into one of several repositories for mouse strains can help to further minimize efforts in producing new transgenic lines and most importantly reduce the number of surplus animals by supporting the cryoconservation of mouse lines. The International Mouse Strain Resource (IMSR) can be used to help find an adequate repository or to help scientists seeking a specific transgenic line find a match [ 80 ].

Analyzing the data

Animal researchers have to handle increasingly complex data. Imaging, electrophysiological recording, or automated behavioral tracking, for example, produce huge datasets. Data can be shared as raw numerical output but also as images, videos, sounds, or other forms from which raw numerical data can be generated. As the heterogeneity and the complexity of research data increases, infinite possibilities for analysis emerge. Transparently reporting how the data were processed will enable peers to better interpret reported results. To get the most out of performed animal experiments, it is crucial to allow other scientists to replicate the analysis and adapt it to their research questions. It is therefore highly recommended to use formats and tools during the analysis that allow a straightforward exchange of code and data later on.

Transparent coding

The use of non-transparent analysis codes have led to a lack of reproducibility of results [ 81 ]. Sharing code is essential for complex analysis and enables other researchers to reproduce results and perform follow-up studies, and citable code gives credit for the development of new algorithms ( Table 1 ). Jupyter Notebooks are a convenient way to share data science pipelines that may use a variety of coding languages, including like Python, R or Matlab, and also share the results of analyses in the form of tables, diagrams, images, and videos. Notebooks contain source code and can be published or collaboratively shared on platforms like GitHub or GitLab, where version control of source code is implemented. The data-archiving tool Zenodo can be used to archive a repository on GitHub and create a DOI for the archive. Thereby contents become citable. Using free and open-source programming language like R or Python will increase the number of potential researchers that can work with the published code. Best practice for research software is to publish the source code with a license that allows modification and redistribution.

Choice of data visualization

Choosing the right format for the visualization of data can increase its accessibility to a broad scientific audience and enable peers to better judge the validity of the results. Studies based on animal research often work with very small sample sizes. Visualizing these data in histograms may lead to an overestimation of the outcomes. Choosing the right dot plots that makes all recorded points visible and at the same time focusses on the summary instead of the individual points can further improve the intuitive understanding of a result. If the sample size is too low, it might not be meaningful to visualize error bars. A variety of freely available tools already exists that can support scientists in creating the most appropriate graphs for their data [ 82 ]. In particular, when representing microscopy results or heat maps, it should be kept in mind that a large part of the population cannot perceive the classical red and green representation [ 83 ]. Opting for the color-blind safe color maps and checking images with free tools such as color oracle ( Table 1 ) can increase the accessibility of graphs. Multiple journals have already addressed flaws in data visualization and have introduced new policies that will accelerate the uptake of transparent representation of results.

Publication of all study outcomes

Open science practices have received much attention in the past few years when it comes to publication of the results. However, it is important to emphasize that although open science tools have their greatest impact at the end of the project, good study preparation and sharing of the study plan and data early on can greatly increase the transparency at the end.

The FAIR data principle

To maximize the impact and outcome of a study, and to make the best long-term use of data generated through animal experiments, researchers should publish all data collected during their research according to the FAIR data principle. That means the data should be findable, accessible, interoperable, and reusable. The FAIR principle is thus an extension of open access publishing. Data should not only be published without paywalls or other access restrictions, but also in such a manner that they can be reused and further processed by others. For this, legal as well as technical requirements must be met by the data. To achieve this, the GoFAIR initiative has developed a set of principles that should be taken into account as early as at the data collection stage [ 49 , 84 ]. In addition to extensively described and machine-readable metadata, these principles include, for example, the application of globally persistent identifiers, the use of open file formats, and standardized communication protocols to ensure that humans and machines can easily download the data. A well-chosen repository to upload the data is then just the final step to publish FAIR data.

FAIR data can strongly increase the knowledge gained from performed animal experiments. Thus, the same data can be analyzed by different researchers and could be combined to obtain larger sample sizes, as already occurs in the neuroimaging community, which works with comparable datasets [ 85 ]. Furthermore, the sharing of data enables other researchers to analyze published datasets and estimate measurement reliabilities to optimize their own data collection [ 86 , 87 ]. This will help to improve the translation from animal research into clinics and simultaneously reduce the number of animal experiment in future.

Reporting guidelines

In preclinical research, the ARRIVE guidelines are the current state of the art when it comes to reporting data based on animal experiments [ 22 , 23 ]. The ARRIVE guidelines have been endorsed by more than 1,000 journals who ask that scientists comply with them when reporting their outcomes. Since the ARRIVE guidelines have not had the expected impact on the transparency of reporting in animal research publications, a more rigorous update has been developed to facilitate their application in practice (ARRIVE 2.0 [ 23 ]). We believe that the ARRIVE guidelines can be more effective if they are implemented at a very early stage of the project (see section on guidelines). Some more specialized reporting guidelines have also emerged for individual research fields that rely on animal studies, such as endodontology [ 88 ]. The equator network collects all guidelines and makes them easily findable with their search tool on their website ( Table 1 ). MERIDIAN also offers a 1-stop shop for all reporting guidelines involving the use of animals across all research sectors [ 89 ]. It is thus worth checking for new reporting guidelines before preparing a manuscript to maximize the transparency of described experiments.

Identifiers

Persistent identifiers for published work, authors, or resources are key for making public data findable by search engines and are thus a prerequisite for compliance to FAIR data principles. The most common identifier for publications will be a DOI, which makes the work citable. A DOI is a globally unique string assigned by the International DOI Foundation to identify content permanently and provide a persistent link to its location on the Internet. An ORCID ID is used as a personal persistent identifier and is recommendable to unmistakably identify an author ( Table 1 ). This will avoid confusions between authors with the same name or in the case of name changes or changes of affiliation. Research Resource Identifiers (RRID) are unique ID numbers that help to transparently report research resources. RRID also apply to animals to clearly identify the species used. RRID help avoid confusion between different names or changing names of genetic lines and, importantly, make them machine findable. The RRID Portal helps scientists find a specific RRID or create one if necessary ( Table 1 ). In the context of genetically altered animal lines, correct naming is key. The Mouse Genome Informatics (MGI) Database is the authoritative source of official names for mouse genes, alleles, and strains ([ 90 ]).

Preprint publication

Preprints have undergone unprecedented success, particularly during the height of the Coronavirus Disease 2019 (COVID-19) pandemic when the need for rapid dissemination of scientific knowledge was critical. The publication process for scientific manuscripts in peer-reviewed journals usually requires a considerable amount of time, ranging from a few months to several years, mainly due to the lengthy review process and inefficient editorial procedures [ 91 , 92 ]. Preprints typically precede formal publication in scientific journals and, thus, do not go through a peer review process, thus, facilitating the prompt open dissemination of important scientific findings within the scientific community. However, submitted papers are usually screened and checked for plagiarism. Preprints are assigned a DOI so they can be cited. Once a preprint is published in a journal, its status is automatically updated on the preprint server. The preprint is linked to the publication via CrossRef and mentioned accordingly on the website of the respective preprint platform.

After initial skepticism, most publishers now allow papers to be posted on preprint servers prior to submission. An increasing number of journals even allow direct submission of a preprint to their peer review process. The US National Institutes of Health and the Wellcome Trust, among other funders, also encourage prepublication and permit researchers to cite preprints in their grant applications. There are now numerous preprint repositories for different scientific disciplines. BioASAP provides a searchable database for preprint servers that can help in identifying the one that best matches an individual’s needs [ 93 ]. The most popular repository for animal research is bioRxiv, which is hosted by the Cold Spring Harbor Laboratory ( Table 1 ).

The early exchange of scientific results is particularly important for animal research. This acceleration of the publication process can help other scientists to adapt their research or could even prevent animal experiments if other scientists become aware that an experiment has already been done before starting their own. In addition, preprints can help to increase the visibility of research. Journal articles that have a corresponding preprint publication have higher citation and Altmetric counts than articles without preprint [ 94 ]. In addition, the publication of preprints can help to combat publication bias, which represents a major problem in animal research [ 16 ]. Since journals and readers prioritize cutting-edge studies with positive results over inconclusive or negative results, researchers are reluctant to invest time and money in a manuscript that is unlikely to be accepted in a high-impact journal.

In addition to the option of publishing as preprint, other alternative publication formats have recently been introduced to facilitate the publication of research results that are hard to publish in traditional peer-reviewed journals. These include micro publications, data repositories, data journals, publication platforms, and journals that focus on negative or inconclusive results. The tool fiddle can support scientists in choosing the right publication format [ 95 , 96 ].

Open access publication

Publishing open access is one of the most established open science strategies. In contrast to the FAIR data principle, the term open access publication refers usually to the publication of a manuscript on a platform that is accessible free of charge—in translational biomedical research, this is mostly in the form of a scientific journal article. Originally, publications accessible free of charge were the answer to the paywalls established by renowned publishing houses, which led to social inequalities within and outside the research system. In translational biomedical research, the ethical aspect of urgently needed transparency is another argument in favor of open access publication, as these studies will not only be findable, but also internationally readable.

There are different ways of open access publishing; the 2 main routes are gold open access and green open access. Numerous journals offer now gold open access. It refers to the immediate and fully accessible publication of an article. The Directory of Open Access Journals (DOAJ) provides a complete and updated list for high-quality, open access, and peer-reviewed journals [ 97 ]. Charité–Universitätsmedizin Berlin offers a specific tool for biomedical open access journals that supports animal researchers to choose an appropriate journal [ 49 ]. In addition, the Sherpa Romeo platform is a straightforward way to identify publisher open access policies on a journal-by-journal basis, including information on preprints, but also on licensing of articles [ 51 ]. Hybrid open access refers to openly accessible articles in otherwise paywalled journals. By contrast, green open access refers to the publication of a manuscript or article in a repository that is mostly operated by institutions and/or universities. The publication can be exclusively on the repository or in combination with a publisher. In the quality-assured, global Directory of Open Access Repositories (openDOAR), scientists can find thousands of indexed open access repositories [ 49 ]. The publisher often sets an embargo during which the authors cannot make the publication available in the repository, which can restrict the combined model. It is worth mentioning that gold open access is usually more expensive for the authors, as they have to pay an article processing charge. However, the article’s outreach is usually much higher than the outreach of an article in a repository or available exclusively as subscription content [ 98 ]. Diamond open access refers to publications and publication platforms that can be read free of charge by anyone interested and for which no costs are incurred by the authors either. It is the simplest and fairest form of open access for all parties involved, as no one is prevented from participating in scientific discourse by payment barriers. For now, it is not as widespread as the other forms because publishers have to find alternative sources of revenue to cover their costs.

As social media and the researcher’s individual public outreach are becoming increasingly important, it should be remembered that the accessibility of a publication should not be confused with the licensing under which the publication is made available. In order to be able to share and reuse one’s own work in the future, we recommend looking for journals that allow publications under the Creative Commons licenses CC BY or CC BY-NC. This also allows the immediate combination of gold and green open access.

Creative commons licenses

Attributing Creative Commons (CC) licenses to scientific content can make research broadly available and clearly specifies the terms and conditions under which people can reuse and redistribute the intellectual property, namely publications and data, while giving the credit to whom it deserves [ 49 ]. As the laws on copyright vary from country to country and law texts are difficult to understand for outsiders, the CC licenses are designed to be easily understandable and are available in 41 languages. This way, users can easily avoid accidental misuse. The CC initiative developed a tool that enables researchers to find the license that best fits their interests [ 49 ]. Since the licenses are based on a modular concept ranging from relatively unrestricted licenses (CC BY, free to use, credit must be given) to more restricted licenses (CC BY-NC-ND, only free to share for non-commercial purposes, credit must be given), one can find an appropriate license even for the most sensitive content. Publishing under an open CC license will not only make the publication easy to access but can also help to increase its reach. It can stimulate other researchers and the interested public to share this article within their network and to make the best future use of it. Bear in mind that datasets published independently from an article may receive a different CC license. In terms of intellectual property, data are not protected in the same way as articles, which is why the CC initiative in the United Kingdom recommends publishing them under a CC0 (“no rights reserved”) license or the Public Domain Mark. This gives everybody the right to use the data freely. In an animal ethics sense, this is especially important in order to get the most out of data derived from animal experiments.

Data and code repositories

Sharing research data is essential to ensure reproducibility and to facilitate scientific progress. This is particularly true in animal research and the scientific community increasingly recognizes the value of sharing research data. However, even though there is increasing support for the sharing of data, researchers still perceive barriers when it comes to doing so in practice [ 99 – 101 ]. Many universities and research institutions have established research data repositories that provide continuous access to datasets in a trusted environment. Many of these data repositories are tied to specific research areas, geographic regions, or scientific institutions. Due to the growing number and overall heterogeneity of these repositories, it can be difficult for researchers, funding agencies, publishers, and academic institutions to identify appropriate repositories for storing and searching research data.

Recently, several web-based tools have been developed to help in the selection of a suitable repository. One example is Re3data, a global registry of research data repositories that includes repositories from various scientific disciplines. The extensive database can be searched by country, content (e.g., raw data, source code), and scientific discipline [ 49 ]. A similar tool to help find a data archive specific to the field is FAIRsharing, based at Oxford University [ 102 ]. If there is no appropriate subject-specific data repository or one seems unsuitable for the data, there are general data repositories, such as Open Science Framework, figshare, Dryad, or Zenodo. To ensure that data stored in a repository can be found, a DOI is assigned to the data. Choosing the right license for the deposited code and data ensures that authors get credit for their work.

Publication and connection of all outcomes

If scientists have used all available open science tools during the research process, then publishing and linking all outcomes represents the well-deserved harvest ( Fig 2 ). At the end of a research process, researchers will not just have 1 publication in a journal. Instead, they might have a preregistration, a preprint, a publication in a journal, a dataset, and a protocol. Connecting these outcomes in a way that enables other scientists to better assess the results that link these publications will be key. There are many examples of good open science practices in laboratory animal science, but we want to highlight one of them to show how this could be achieved. Blenkuš and colleagues investigated how mild stress-induced hyperthermia can be assessed non-invasively by thermography in mice [ 103 ]. The study was preregistered with animalstudyregistry.org , which is referred to in their publication [ 104 ]. A deviation from the originally preregistered hypothesis was explained in the manuscript and the supplementary material was uploaded to figshare [ 105 ].

Application of open science practices can increase the reproducibility and visibility of a research project at the same time. By publishing different research outputs with more detailed information than can be included in a journal article, researchers enable peers to replicate their work. Reporting according to guidelines and using transparent visualization will further improve this reproducibility. The more research products that are generated, the more credit can be attributed. By communicating on social media or additionally publishing slides from delivered talks or posters, more attention can be raised. Additionally, publishing open access and making the work machine-findable makes it accessible to an even broader number of peers.

https://doi.org/10.1371/journal.pbio.3001810.g002

It might also be helpful to provide all resources from a project in a single repository such as Open Science Framework, which also implements other, different tools that might have been used, like GitHub or protocols.io.

Communicating your research

Once all outcomes of the project are shared, it is time to address the targeted peers. Social media is an important instrument to connect research communities [ 106 ]. In particular, Twitter is an effective way to communicate research findings or related events to peers [ 107 ]. In addition, specialized platforms like ResearchGate can support the exchange of practical experiences ( Table 1 ). When all resources related to a project are kept in one place, sharing this link is a straightforward way to reach out to fellow scientists.

With the increasing number of publications, science communication has become more important in recent years. Transparent science that communicates openly with the public contributes to strengthening society’s trust in research.

Conclusions

Plenty of open science tools are already available and the number of tools is constantly growing. Translational biomedical researchers should seize this opportunity, as it could contribute to a significant improvement in the transparency of research and fulfil their ethical responsibility to maximize the impact of knowledge gained from animal experiments. Over and above this, open science practices also bear important direct benefits for the scientists themselves. Indeed, the implementation of these tools can increase the visibility of research and becomes increasingly important when applying for grants or in recruitment decisions. Already, more and more journals and funders require activities such as data sharing. Several institutions have established open science practices as evaluation criteria alongside publication lists, impact factor, and h-index for panels deciding on hiring or tenure [ 108 ]. For new adopters, it is not necessary to apply all available practices at once. Implementing single tools can be a safe approach to slowly improve the outreach and reproducibility of one’s own research. The more open science products that are generated, the more reproducible the work becomes, but also the more the visibility of a study increases ( Fig 2 ).

As other research fields, such as social sciences, are already a step ahead in the implementation of open science practices, translational biomedicine can profit from their experiences [ 109 ]. We should thus keep in mind that open science comes with some risks that should be minimized early on. Indeed, the more open science practices become incentivized, the more researchers could be tempted to get a transparency quality label that might not be justified. When a study is based on a bad hypothesis or poor statistical planning, this cannot be fixed by preregistration, as prediction alone is not sufficient to validate an interpretation [ 110 ]. Furthermore, a boom of data sharing could disconnect data collectors and analysts, bearing the risk that researchers performing the analysis lack understanding of the data. The publication of datasets could also promote a “parasitic” use of a researcher’s data and lead to scooping of outcomes [ 111 ]. Stakeholders could counteract such a risk by promoting collaboration instead of competition.

During the COVID-19 pandemic, we have seen an explosion of preprint publications. This unseen acceleration of science might be the adequate response to a pandemic; however, the speeding up science in combination with the “publish or perish” culture could come at the expense of the quality of the publication. Nevertheless, a meta-analysis comparing the quality of reporting between preprints and peer-reviewed articles showed that the quality of reporting in preprints in the life sciences is at most slightly lower on average compared to peer-reviewed articles [ 112 ]. Additionally, preprints and social media have shown during this pandemic that a premature and overconfident communication of research results can be overinterpreted by journalists and raise unfounded hopes or fears in patients and relatives [ 113 ]. By being honest and open about the scope and limitations of the study and choosing communication channels carefully, researchers can avoid misinterpretation. It should be noted, however, that by releasing all methodological details and data in research fields such as viral engineering, where a dual use cannot be excluded, open science could increase biosecurity risk. Implementing access-controlled repositories, application programming interfaces, and a biosecurity risk assessment in the planning phase (i.e., by preregistration) could mitigate this threat [ 114 ].

Publishing in open access journals often involves higher publication costs, which makes it more difficult for institutes and universities from low-income countries to publish there [ 115 ]. Equity has been identified as a key aim of open science [ 116 ]. It is vital, therefore, that existing structural inequities in the scientific system are not unintentionally reinforced by open science practices. Early career researchers have been the main drivers of the open science movement in other fields even though they are often in vulnerable positions due to short contracts and hierarchical and strongly networked research environments. Supporting these early career researchers in adopting open science tools could significantly advance this change in research culture [ 117 ]. However, early career researchers can already benefit by publishing registered reports or preprints that can provide a publication much faster than conventional journal publications. Communication in social media can help them establish a network enabling new collaborations or follow-up positions.

Even though open science comes with some risks, the benefits easily overweigh these caveats. If a change towards more transparency is accompanied by the implementation of open science in the teaching curricula of the universities, most of the risks can be minimized [ 118 ]. Interestingly, we have observed that open science tools and infrastructure that are specific to animal research seem to mostly come from Europe. This may be because of strict regulations within Europe for animal experiments or because of a strong research focus in laboratory animal science along with targeted research funding in this region. Whatever the reason might be, it demonstrates the important role of research policy in accelerating the development towards 3Rs and open science.

Overall, it seems inevitable that open science will eventually prevail in translational biomedical research. Scientists should not wait for the slow-moving incentive framework to change their research habits, but should take pioneering roles in adopting open science tools and working towards more collaboration, transparency, and reproducibility.

Acknowledgments

The authors gratefully acknowledge the valuable input and comments from Sebastian Dunst, Daniel Butzke, and Nils Körber that have improved the content of this work.

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If you are an elementary teacher, you are likely familiar with the wildly popular and engaging nonfiction series, Who Would Win . Even the most reluctant readers love the hypothetical battles between a pair of animals where the ultimate question, who would win?, is determined by a trait that makes one animal stronger or faster than the other. The most thrilling recent matchups (from dozens of head-to-heads ) include Walrus vs. Elephant Seal , Falcon vs. Hawk , and Hyena vs. Honey Badger . 

The Who Would Win series was so popular in Genia Connell’s third grade class that during a read aloud of Polar Bear vs. Grizzly Bear , she heard her students imagining their own predatory animal matchups. Connell grabbed onto that teachable moment and came up with a research project that she has used every year since. Here’s how to conduct your own Who Would Win? 60-Minute Research Project.  

Introduce the Series

To set up the research assignment, start by reading a few of the Who Would Win? books with your class to establish the wide range of animals that students could pair up in battle: land mammals, birds, insects, ocean creatures, reptiles, and even prehistoric dinosaurs.

Generate a List of Pairings

Now it’s time for your students to brainstorm new animal face-offs. On chart paper or a white board, write down your students’ suggestions for as many new pairings as they can imagine. Think: Elephant vs. Hippo! Piranha vs. Electric Eel! Bat vs. Tarantula!

The research project will be more manageable if students work together in groups, so the next step is to par down the suggestions to the class’s favorite ideas, for however many groups you need. The first year Connell’s class did the project, they chose the animal pairs Leopard vs. Cheetah, Coyote vs. Wolf, Python vs. Crocodile, and Tick vs. Flea.

Create the Teams

You will need to assign each student to one of the final animals. To take your students’ preferences into consideration, ask them to write down their first, second, and third choices for which animal they would like to study. Since the project has a strict time limit, you should also consider your students’ personalities and strengths when creating the research teams while still respecting their preferences.

Launch the Project

Once the teams are assigned, you’re ready to begin! Explain that your students will be doing a mini research project on their assigned animal to determine which traits it has that would help it win a battle against another animal. They will have 60 minutes to work with members of their team to:

Research their animal using books and online resources ( this printable can help students organize their research notes)  

Create a poster with text and photos to teach classmates about their animal and its special adaptations

Be prepared to present their poster and defend why it would win the “battle” 

Done in 60 Minutes

With the clock ticking, set your students to work! Most teams will divide the work between the group’s members, with some researching while others begin creating the poster.

At the 60-minute mark, everyone should clean up their work zones and report to the class meeting area with their posters. You will be amazed by what your students can accomplish in such a short amount of time!

So… Who Would Win?

When it’s time for the animal vs. animal presentations, each team should present the animal poster they worked on side-by-side with the team that researched the opposing animal. The rest of the class should listen to the presentations and draw conclusions based on what they hear.

For an idea of the kinds of discoveries and deductions your class will make, here are student insights from two of Connell’s matchups:

In Leopard vs. Cheetah, the class decided that the leopard would win because although the cheetah is faster, it can only run at top speed for a very short amount of time before it tires quickly and needs to rest. The leopard can run for much longer periods of time, therefore, it could escape the tired cheetah. 

In the (surprisingly enthralling) Tick vs. Flea matchup, the class determined that the tick would win because it is an arachnid that eats any insect in its path, and a flea is just that—an insect!

Sixty minutes may not seem like much time to conduct a research project, but when your students are inspired to research their favorite animals facing off against a predatory foe, they will learn and accomplish a ton while working together!

Shop more books from the Who Would Win? series below! You can find all books and activities at The Teacher Store .

Teaching Animal Adaptations in Fourth Grade

Teaching animal adaptations in fourth grade? Focus on birds! You’ll love the way these interdisciplinary studies reinforce understanding of structures and functions.

Ms. Sneed Prepares for Teaching Animal Adaptations

Our favorite fourth grade teacher, Ms. Sneed, sat at the side table with her student teacher.

“What’s next for our life science unit ?” asked Mr. Grow.

“After hitting plant structures and animal structures ,” she said, “I like to spend some time on an animal adaptations research project. However, I also have the best bird beak lab ever – and a cool camouflage activity.”

Bird Beak Lab

Quickly, Ms. Sneed walked over to the science cabinet. “Here they are!” she exclaimed. Then she slid out a stack of Styrofoam food containers.

“Lunch?” asked her student teacher.

“Ecosystems,” the teacher responded with a giggle.

After she plunked the containers down on the table, slid one one toward Mr. Grow. Inside, he found an odd assortment of objects. He picked up a portion of a rubber band. “A worm, I presume.”

“Yep,” said Ms. Sneed. “I placed ten sets of ten objects in each of these containers. They represent organisms in a pond ecosystem.”

She walked back to the cabinet and pulled out a gallon-size Ziploc baggie. In it, Mr. Grow could see chopsticks, tweezers, tongs, and a spoon. “And these represent bird beaks. In their science lab groups , kids each get one minute to pull out as many organisms as possible.”

Mr. Grow smiled. “I get it. Structures and survival.”

“Yep,” Ms. Sneed said again. “As they complete the bird beak lab , they record their results on tables. Then they graph their findings. Finally, they explain which bird and organism are best adapted for this ecosystem. In addition, they tell which is most likely to disappear from it. The kids love this lab! It pairs so well with our animal adaptations research project.”

Mr. Grow winked. “And it integrates math with science .”

Animal Adaptations Research Project – Birds of the World

Next, Ms. Sneed opened her laptop. “After the beak lab,” she said, “we’ll do a bird research project . In this interdisciplinary activity, kids choose topics in groups of three. Each selects a related bird from a different climate: tropical, temperate, and arctic. Then they research. Once they’re done, they compare the birds’ adaptations.”

“So we’ll weave science into our writing block?” Mr. Grow asked.

“Actually,” Ms. Sneed responded, “we’ll use our writing and science blocks. That way, kids can spend quite a bit of time each day on the animal adaptations project.”

Animal Adaptations Simulation – Frogs and Camouflage

“During that time,” Ms. Sneed continued, “we’ll do a few related activities.” She pulled out a single sheet of paper.

“See this little frog outline ?” she asked. “Each child will find a place in the room to hang it. Then they’ll color it to blend in. After that, they hang up their artwork. Over the course of a day – or even longer – kids try to find one another’s frogs. Of course, the frog that stays hidden the longest wins. Best camouflage!”

Mr. Grow grinned. “I can’t wait to get started teaching animal adaptations in fourth grade!”

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show/hide words to know

Computer model: a computer program designed to predict what might happen based off of collected data.

Ethical: relating to a person's moral principles.

Morals: a person's beliefs concerning what is right and wrong.

Zoologist: a person who studies animals.

Scientists learn a lot about snakes and other animals through basic research. Image by the Virginia State Park staff.

“Don’t worry, they aren’t dangerous” you hear the zoologist say as she leads you and a group of others toward an area with a number of different snakes. She removes a long snake from a larger glass enclosure and asks who would like to hold it. You take a step back, certain that holding a snake is the last thing you’d like to do.

"But how do you know they aren’t dangerous?” you ask. The zoologist looks up and smiles. She explains that scientists have studied this type of snake, and so we actually know quite a bit about it. This type of snake rarely bites and does not produce venom, so it isn’t dangerous to people. You nod along as she talks about the snakes, their natural habitats, and other details like what they eat.

Animals in the Research Process

How do we know so much about snakes or other animals? Animals are all unique, and scientists study them to learn more about them. For example, by studying snakes we have learned that they stick their tongues out because they are trying to pick up odors around them. This helps them sense food, predators, and other things that may be nearby. When research is performed to expand our understanding of something, like an animal, we call it basic research .

Scientists study animals for other reasons too. What we learn about animals can actually help us find solutions to other problems or to help people. For example, studying snakes helps us understand which ones are venomous so that humans know what kinds of snakes they shouldn't touch. Scientists also study animals to find new treatments to diseases and other ailments that affect both people and animals. If we learn what is in snake venom, we can create a medicine to give to people that have been bitten as a treatment to help them feel better. Using what we know about an animal or thing to help us solve problems or treat disease is called  applied research .

Scientists use many other tools, such as computer models, in addition to animals to study different topics. Image by Andreas Horn.

No matter what type of research is being performed, scientists must consider many things when they study animals.  

Do Scientists Need to Study Animals?

Of course we can learn a lot from using animals for research, but are there alternative options? Sometimes there are. For example, scientists could use some other method, like cells or computer models, to study a particular topic instead of using animals. However, for a number of reasons , scientists have found that using animals is sometimes the best way to study certain topics.

What If Scientists Harm Animals for Research?

Some research using animals only requires scientists to watch behavior or to take a few samples (like blood or saliva) from the animal. These activities may cause the animals some stress, but they are unlikely to harm the animals in any long-term way. Studies of the behavior or physiology of an animal in its natural environment is an example of such research.

In other cases, scientists may need to harm or kill an animal in order to answer a research question. For example, a study could involve removing a brain to study it more closely or giving an animal a treatment without knowing what effects it may have. While the intention is never to purposely harm animals, harm can be necessary to answer a research question.

How Do Scientists Decide When It’s OK to Study Animals?

Many animals are used in research. But there is still debate on whether they should be used for this purpose. Image by the United States Department of Agriculture.

There are  many guidelines  for when it’s ok to use animals in research. Scientists must write a detailed plan of why and how they plan to use animals for a research project. This information is then reviewed by other scientists and members of the public to make sure that the research animals will be used for has an important purpose. Whatever the animals are used for, the scientists also make sure to take care of animal research subjects as best as they can.

Even with rules in place about using animals for research, many people (both scientists and non-scientists) continue to debate whether animals should be used in research. This is an ethical question, or one that depends on a person's morals. Because the way each person feels about both research and animals may be different, there is a range of views on this matter.

• Some people argue that it doesn’t matter that there are rules in place to protect animals. Animals should never be used for research at all, for any reason. 
• Others say we should be able to use animals for any kind of research because moving science forward is more important than the rights or well-being of animals. 
• Lastly, there are people whose opinions sit somewhere in the middle. They might argue that it’s ok to use animals for research, but only in some cases. For example, if the results of the research are very likely to help treat something that affects people, then it may be okay to use animals.

Along with this debate, there are many advantages and disadvantages of doing animal research . Scientists must weigh these options when performing their research.

Additional Images via Wikimedia Commons. White rat image by Alexandroff Pogrebnoj.

Read more about: Using Animals in Research

View citation, bibliographic details:.

• Article: Using Animals in Research
• Author(s): Patrick McGurrin and Christian Ross
• Publisher: Arizona State University School of Life Sciences Ask A Biologist
• Site name: ASU - Ask A Biologist
• Date published: December 4, 2016
• Date accessed: March 24, 2024
• Link: https://askabiologist.asu.edu/explore/Animal-use-in-Research

Patrick McGurrin and Christian Ross. (2016, December 04). Using Animals in Research. ASU - Ask A Biologist. Retrieved March 24, 2024 from https://askabiologist.asu.edu/explore/Animal-use-in-Research

Chicago Manual of Style

Patrick McGurrin and Christian Ross. "Using Animals in Research". ASU - Ask A Biologist. 04 December, 2016. https://askabiologist.asu.edu/explore/Animal-use-in-Research

MLA 2017 Style

Patrick McGurrin and Christian Ross. "Using Animals in Research". ASU - Ask A Biologist. 04 Dec 2016. ASU - Ask A Biologist, Web. 24 Mar 2024. https://askabiologist.asu.edu/explore/Animal-use-in-Research

Animals are an important part of research. But many argue about whether it's ethical to use animals to help advance scientific progress.

Using Animals in Research

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Animal Research Project: Writing an Animal Research Paper

Resources to Research Animals

Use library books, encyclopedias and magazines to research your animal. In addition, there are numerous online resources. Our school provided a list of three online resources (noted by *). Since these resources require a membership, we provided a few more online sites to assist in researching an animal.

Online Resources for Animal Research Paper

Each student selects an animal of her choice and should take good notes when collecting facts and important details about her animal. Good note taking will greatly assist a student when writing his animal research paper. You may want to remind each student to use his own words.

Writing Prompts for Animal Research Paper

After a student selects her animal, she must answer the questions below. It is important to instruct your child or student to take her time and answer each question thoroughly. These answers will be used to create the animal research paper.

After a student completes the above questions, it’s time to begin writing the first draft of the research paper. Take the information obtained above and put it on paper.

Each answer to the questions above should be a paragraph with the exception of the interesting facts question. The two facts should get put into the paragraph that is most applicable, e.g., habitat, physical description or life span.

If you are a teacher, consider visiting our writing rubric page for different templates used to grade writing papers.

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• J Prev Med Hyg
• v.63(2 Suppl 3); 2022 Jun

Ethical considerations regarding animal experimentation

Aysha karim kiani.

1 Allama Iqbal Open University, Islamabad, Pakistan

2 MAGI EUREGIO, Bolzano, Italy

DEREK PHEBY

3 Society and Health, Buckinghamshire New University, High Wycombe, UK

GARY HENEHAN

4 School of Food Science and Environmental Health, Technological University of Dublin, Dublin, Ireland

RICHARD BROWN

5 Department of Psychology and Neuroscience, Dalhousie University, Halifax, Nova Scotia, Canada

PAUL SIEVING

6 Department of Ophthalmology, Center for Ocular Regenerative Therapy, School of Medicine, University of California at Davis, Sacramento, CA, USA

PETER SYKORA

7 Department of Philosophy and Applied Philosophy, University of St. Cyril and Methodius, Trnava, Slovakia

ROBERT MARKS

8 Department of Biotechnology Engineering, Ben-Gurion University of the Negev, Beer-Sheva, Israel

BENEDETTO FALSINI

9 Institute of Ophthalmology, Università Cattolica del Sacro Cuore, Fondazione Policlinico Universitario A. Gemelli-IRCCS, Rome, Italy

NATALE CAPODICASA

10 MAGI BALKANS, Tirana, Albania

STANISLAV MIERTUS

11 Department of Biotechnology, University of SS. Cyril and Methodius, Trnava, Slovakia

12 International Centre for Applied Research and Sustainable Technology, Bratislava, Slovakia

LORENZO LORUSSO

13 UOC Neurology and Stroke Unit, ASST Lecco, Merate, Italy

DANIELE DONDOSSOLA

14 Center for Preclincal Research and General and Liver Transplant Surgery Unit, Fondazione IRCCS Ca‘ Granda Ospedale Maggiore Policlinico, Milan, Italy

15 Department of Pathophysiology and Transplantation, Università degli Studi di Milano, Milan, Italy

GIANLUCA MARTINO TARTAGLIA

16 Department of Biomedical, Surgical and Dental Sciences, Università degli Studi di Milano, Milan, Italy

17 UOC Maxillo-Facial Surgery and Dentistry, Fondazione IRCCS Ca Granda, Ospedale Maggiore Policlinico, Milan, Italy

MAHMUT CERKEZ ERGOREN

18 Department of Medical Genetics, Faculty of Medicine, Near East University, Nicosia, Cyprus

MUNIS DUNDAR

19 Department of Medical Genetics, Erciyes University Medical Faculty, Kayseri, Turkey

SANDRO MICHELINI

20 Vascular Diagnostics and Rehabilitation Service, Marino Hospital, ASL Roma 6, Marino, Italy

DANIELE MALACARNE

21 MAGI’S LAB, Rovereto (TN), Italy

GABRIELE BONETTI

Astrit dautaj, kevin donato, maria chiara medori, tommaso beccari.

22 Department of Pharmaceutical Sciences, University of Perugia, Perugia, Italy

MICHELE SAMAJA

23 MAGI GROUP, San Felice del Benaco (BS), Italy

STEPHEN THADDEUS CONNELLY

24 San Francisco Veterans Affairs Health Care System, University of California, San Francisco, CA, USA

DONALD MARTIN

25 Univ. Grenoble Alpes, CNRS, Grenoble INP, TIMC-IMAG, SyNaBi, Grenoble, France

ASSUNTA MORRESI

26 Department of Chemistry, Biology and Biotechnology, University of Perugia, Perugia, Italy

ARIOLA BACU

27 Department of Biotechnology, University of Tirana, Tirana, Albania

KAREN L. HERBST

28 Total Lipedema Care, Beverly Hills California and Tucson Arizona, USA

MYKHAYLO KAPUSTIN

29 Federation of the Jewish Communities of Slovakia

LIBORIO STUPPIA

30 Department of Psychological, Health and Territorial Sciences, School of Medicine and Health Sciences, University "G. d'Annunzio", Chieti, Italy

LUDOVICA LUMER

31 Department of Anatomy and Developmental Biology, University College London, London, UK

GIAMPIETRO FARRONATO

Matteo bertelli.

32 MAGISNAT, Peachtree Corners (GA), USA

Animal experimentation is widely used around the world for the identification of the root causes of various diseases in humans and animals and for exploring treatment options. Among the several animal species, rats, mice and purpose-bred birds comprise almost 90% of the animals that are used for research purpose. However, growing awareness of the sentience of animals and their experience of pain and suffering has led to strong opposition to animal research among many scientists and the general public. In addition, the usefulness of extrapolating animal data to humans has been questioned. This has led to Ethical Committees’ adoption of the ‘four Rs’ principles (Reduction, Refinement, Replacement and Responsibility) as a guide when making decisions regarding animal experimentation. Some of the essential considerations for humane animal experimentation are presented in this review along with the requirement for investigator training. Due to the ethical issues surrounding the use of animals in experimentation, their use is declining in those research areas where alternative in vitro or in silico methods are available. However, so far it has not been possible to dispense with experimental animals completely and further research is needed to provide a road map to robust alternatives before their use can be fully discontinued.

How to cite this article: Kiani AK, Pheby D, Henehan G, Brown R, Sieving P, Sykora P, Marks R, Falsini B, Capodicasa N, Miertus S, Lorusso L, Dondossola D, Tartaglia GM, Ergoren MC, Dundar M, Michelini S, Malacarne D, Bonetti G, Dautaj A, Donato K, Medori MC, Beccari T, Samaja M, Connelly ST, Martin D, Morresi A, Bacu A, Herbst KL, Kapustin M, Stuppia L, Lumer L, Farronato G, Bertelli M. Ethical considerations regarding animal experimentation. J Prev Med Hyg 2022;63(suppl.3):E255-E266. https://doi.org/10.15167/2421-4248/jpmh2022.63.2S3.2768

Introduction

Animal model-based research has been performed for a very long time. Ever since the 5 th century B.C., reports of experiments involving animals have been documented, but an increase in the frequency of their utilization has been observed since the 19 th century [ 1 ]. Most institutions for medical research around the world use non-human animals as experimental subjects [ 2 ]. Such animals might be used for research experimentations to gain a better understanding of human diseases or for exploring potential treatment options [ 2 ]. Even those animals that are evolutionarily quite distant from humans, such as Drosophila melanogaster , Zebrafish ( Danio rerio ) and Caenorhabditis elegans , share physiological and genetic similarities with human beings [ 2 ]; therefore animal experimentation can be of great help for the advancement of medical science [ 2 ].

For animal experimentation, the major assumption is that the animal research will be of benefit to humans. There are many reasons that highlight the significance of animal use in biomedical research. One of the major reasons is that animals and humans share the same biological processes. In addition, vertebrates have many anatomical similarities (all vertebrates have lungs, a heart, kidneys, liver and other organs) [ 3 ]. Therefore, these similarities make certain animals more suitable for experiments and for providing basic training to young researchers and students in different fields of biological and biomedical sciences [ 3 ]. Certain animals are susceptible to various health problems that are similar to human diseases such as diabetes, cancer and heart disease [ 4 ]. Furthermore, there are genetically modified animals that are used to obtain pathological phenotypes [ 5 ]. A significant benefit of animal experimentation is that test species can be chosen that have a much shorter life cycle than humans. Therefore, animal models can be studied throughout their life span and for several successive generations, an essential element for the understanding of disease progression along with its interaction with the whole organism throughout its lifetime [ 6 ].

Animal models often play a critical role in helping researchers who are exploring the efficacy and safety of potential medical treatments and drugs. They help to identify any dangerous or undesired side effects, such as birth defects, infertility, toxicity, liver damage or any potential carcinogenic effects [ 7 ]. Currently, U.S. Federal law, for example, requires that non-human animal research is used to demonstrate the efficacy and safety of any new treatment options before proceeding to trials on humans [ 8 ]. Of course, it is not only humans benefit from this research and testing, since many of the drugs and treatments that are developed for humans are routinely used in veterinary clinics, which help animals live longer and healthier lives [ 4 ].

COVID-19 AND THE NEED FOR ANIMAL MODELS

When COVID-19 struck, there was a desperate need for research on the disease, its effects on the brain and body and on the development of new treatments for patients with the disease. Early in the disease it was noticed that those with the disease suffered a loss of smell and taste, as well as neurological and psychiatric symptoms, some of which lasted long after the patients had “survived” the disease [ 9-15 ]. As soon as the pandemic started, there was a search for appropriate animal models in which to study this unknown disease [ 16 , 17 ]. While genetically modified mice and rats are the basic animal models for neurological and immunological research [ 18 , 19 ] the need to understand COVID-19 led to a range of animal models; from fruit flies [ 20 ] and Zebrafish [ 21 ] to large mammals [ 22 , 23 ] and primates [ 24 , 25 ]. And it was just not one animal model that was needed, but many, because different aspects of the disease are best studied in different animal models [ 16 , 25 , 26 ]. There is also a need to study the transmission pathways of the zoonosis: where does it come from, what are the animal hosts and how is it transferred to humans [ 27 ]?

There has been a need for animal models for understanding the pathophysiology of COVID-19 [ 28 ], for studying the mechanisms of transmission of the disease [ 16 ], for studying its neurobiology [ 29 , 30 ] and for developing new vaccines [ 31 ]. The sudden onset of the COVID-19 pandemic has highlighted the fact that animal research is necessary, and that the curtailment of such research has serious consequences for the health of both humans and animals, both wild and domestic [ 32 ] As highlighted by Adhikary et al. [ 22 ] and Genzel et al. [ 33 ] the coronavirus has made clear the necessity for animal research and the danger in surviving future such pandemics if animal research is not fully supported. Genzel et al. [ 33 ], in particular, take issue with the proposal for a European ban on animal testing. Finally, there is a danger in bypassing animal research in developing new vaccines for diseases such as COVID-19 [ 34 ]. The purpose of this paper is to show that, while animal research is necessary for the health of both humans and animals, there is a need to carry out such experimentation in a controlled and humane manner. The use of alternatives to animal research such as cultured human cells and computer modeling may be a useful adjunct to animal studies but will require that such methods are more readily accessible to researchers and are not a replacement for animal experimentation.

Pros and cons of animal experimentation

Arguments against animal experimentation.

A fundamental question surrounding this debate is to ask whether it is appropriate to use animals for medical research. Is our acceptance that animals have a morally lower value or standard of life just a case of speciesism [ 35 ]? Nowadays, most people agree that animals have a moral status and that needlessly hurting or abusing pets or other animals is unacceptable. This represents something of a change from the historical point of view where animals did not have any moral status and the treatment of animals was mostly subservient to maintaining the health and dignity of humans [ 36 ].

Animal rights advocates strongly argue that the moral status of non-human animals is similar to that of humans, and that animals are entitled to equality of treatment. In this view, animals should be treated with the same level of respect as humans, and no one should have the right to force them into any service or to kill them or use them for their own goals. One aspect of this argument claims that moral status depends upon the capacity to suffer or enjoy life [ 37 ].

In terms of suffering and the capacity of enjoying life, many animals are not very different from human beings, as they can feel pain and experience pleasure [ 38 ]. Hence, they should be given the same moral status as humans and deserve equivalent treatment. Supporters of this argument point out that according animals a lower moral status than humans is a type of prejudice known as “speciesism” [ 38 ]. Among humans, it is widely accepted that being a part of a specific race or of a specific gender does not provide the right to ascribe a lower moral status to the outsiders. Many advocates of animal rights deploy the same argument, that being human does not give us sufficient grounds declare animals as being morally less significant [ 36 ].

ARGUMENTS IN FAVOR OF ANIMAL EXPERIMENTATION

Those who support animal experimentation have frequently made the argument that animals cannot be elevated to be seen as morally equal to humans [ 39 ]. Their main argument is that the use of the terms “moral status” or “morality” is debatable. They emphasize that we must not make the error of defining a quality or capacity associated with an animal by using the same adjectives used for humans [ 39 ]. Since, for the most part, animals do not possess humans’ cognitive capabilities and lack full autonomy (animals do not appear to rationally pursue specific goals in life), it is argued that therefore, they cannot be included in the moral community [ 39 ]. It follows from this line of argument that, if animals do not possess the same rights as human beings, their use in research experimentation can be considered appropriate [ 40 ]. The European and the American legislation support this kind of approach as much as their welfare is respected.

Another aspect of this argument is that the benefits to human beings of animal experimentation compensate for the harm caused to animals by these experiments.

In other words, animal harm is morally insignificant compared to the potential benefits to humans. Essentially, supporters of animal experimentation claim that human beings have a higher moral status than animals and that animals lack certain fundamental rights accorded to humans. The potential violations of animal rights during animal research are, in this way, justified by the greater benefits to mankind [ 40 , 41 ]. A way to evaluate when the experiments are morally justified was published in 1986 by Bateson, which developed the Bateson’s Cube [ 42 ]. The Cube has three axes: suffering, certainty of benefit and quality of research. If the research is high-quality, beneficial, and not inflicting suffering, it will be acceptable. At the contrary, painful, low-quality research with lower likelihood of success will not be acceptable [ 42 , 43 ].

Impact of experimentations on animals

Ability to feel pain and distress.

Like humans, animal have certain physical as well as psychological characteristics that make their use for experimentation controversial [ 44 ].

In the last few decades, many studies have increased knowledge of animal awareness and sentience: they indicate that animals have greater potential to experience damage than previously appreciated and that current rights and protections need to be reconsidered [ 45 ]. In recent times, scientists as well as ethicists have broadly acknowledged that animals can also experience distress and pain [ 46 ]. Potential sources of such harm arising from their use in research include disease, basic physiological needs deprivation and invasive procedures [ 46 ]. Moreover, social deprivation and lack of the ability to carry out their natural behaviors are other causes of animal harm [ 46 ]. Several studies have shown that, even in response to very gentle handling and management, animals can show marked alterations in their physiological and hormonal stress markers [ 47 ].

In spite of the fact that suffering and pain are personalized experiences, several multi-disciplinary studies have provided clear evidence of animals experiencing pain and distress. In particular, some animal species have the ability to express pain similarly to human due to common psychological, neuroanatomical and genetic characteristics [ 48 ]. Similarly, animals share a resemblance to humans in their developmental, genetic and environmental risk factors for psychopathology. For instance, in many species, it has been shown that fear operates within a less organized subcortical neural circuit than pain [ 49 , 50 ]. Various types of depression and anxiety disorders like posttraumatic stress disorder have also been reported in mammals [ 51 ].

PSYCHOLOGICAL CAPABILITIES OF ANIMALS

Some researchers have suggested that besides their ability to experience physical and psychological pain and distress, some animals also exhibit empathy, self-awareness and language-like capabilities. They also demonstrate tools-linked cognizance, pleasure-seeking and advanced problem-solving skills [ 52 ]. Moreover, mammals and birds exhibit playful behavior, an indicator of the capacity to experience pleasure. Other taxa such as reptiles, cephalopods and fishes have also been observed to display playful behavior, therefore the current legislation prescribes the use of environmental enrichers [ 53 ]. The presence of self-awareness ability, as assessed by mirror self-recognition, has been reported in magpies, chimpanzees and other apes, and certain cetaceans [ 54 ]. Recently, another study has revealed that crows have the ability to create and use tools that involve episodic-like memory formation and its retrieval. From these findings, it may be suggested that crows as well as related species show evidence of flexible learning strategies, causal reasoning, prospection and imagination that are similar to behavior observed in great apes [ 55 ]. In the context of resolving the ethical dilemmas about animal experimentation, these observations serve to highlight the challenges involved [ 56 , 57 ].

Ethics, principles and legislation in animal experimentation

Ethics in animal experimentation.

Legislation around animal research is based on the idea of the moral acceptability of the proposed experiments under specific conditions [ 58 ]. The significance of research ethics that ensures proper treatment of experimental animals [ 58 ]. To avoid undue suffering of animals, it is important to follow ethical considerations during animal studies [ 1 ]. It is important to provide best human care to these animals from the ethical and scientific point of view [ 1 ]. Poor animal care can lead to experimental outcomes [ 1 ]. Thus, if experimental animals mistreated, the scientific knowledge and conclusions obtained from experiments may be compromised and may be difficult to replicate, a hallmark of scientific research [ 1 ]. At present, most ethical guidelines work on the assumption that animal experimentation is justified because of the significant potential benefits to human beings. These guidelines are often permissive of animal experimentation regardless of the damage to the animal as long as human benefits are achieved [ 59 ].

PRINCIPLE OF THE 4 RS

Although animal experimentation has resulted in many discoveries and helped in the understanding numerous aspects of biological science, its use in various sectors is strictly controlled. In practice, the proposed set of animal experiments is usually considered by a multidisciplinary Ethics Committee before work can commence [ 60 ]. This committee will review the research protocol and make a judgment as to its sustainability. National and international laws govern the utilization of animal experimentation during research and these laws are mostly based on the universal doctrine presented by Russell and Burch (1959) known as principle of the 3 Rs. The 3Rs referred to are Reduction, Refinement and Replacement, and are applied to protocols surrounding the use of animals in research. Some researchers have proposed another “R”, of responsibility for the experimental animal as well as for the social and scientific status of the animal experiments [ 61 ]. Thus, animal ethics committees commonly review research projects with reference to the 4 Rs principles [ 62 ].

The first “R”, Reduction means that the experimental design is examined to ensure that researchers have reduced the number of experimental animals in a research project to the minimum required for reliable data [ 59 ]. Methods used for this purpose include improved experimental design, extensive literature search to avoid duplication of experiments [ 35 ], use of advanced imaging techniques, sharing resources and data, and appropriate statistical data analysis that reduce the number of animals needed for statistically significant results [ 2 , 63 ].

The second “R”, Refinement involves improvements in procedure that minimize the harmful effects of the proposed experiments on the animals involved, such as reducing pain, distress and suffering in a manner that leads to a general improvement in animal welfare. This might include for example improved living conditions for research animals, proper training of people handling animals, application of anesthesia and analgesia when required and the need for euthanasia of the animals at the end of the experiment to curtail their suffering [ 63 ].

The third “R”, Replacement refers to approaches that replace or avoid the use of experimental animals altogether. These approaches involve use of in silico methods/computerized techniques/software and in vitro methods like cell and tissue culture testing, as well as relative replacement methods by use of invertebrates like nematode worms, fruit flies and microorganisms in place of vertebrates and higher animals [ 1 ]. Examples of proper application of these first “3R2 principles are the use of alternative sources of blood, the exploitation of commercially used animals for scientific research, a proper training without use of animals and the use of specimen from previous experiments for further researches [ 64-67 ].

The fourth “R”, Responsibility refers to concerns around promoting animal welfare by improvements in experimental animals’ social life, development of advanced scientific methods for objectively determining sentience, consciousness, experience of pain and intelligence in the animal kingdom, as well as effective involvement in the professionalization of the public discussion on animal ethics [ 68 ].

OTHER ASPECTS OF ANIMAL RESEARCH ETHICS

Other research ethics considerations include having a clear rationale and reasoning for the use of animals in a research project. Researchers must have reasonable expectation of generating useful data from the proposed experiment. Moreover, the research study should be designed in such a way that it should involve the lowest possible sample size of experimental animals while producing statistically significant results [ 35 ].

All individual researchers that handle experimental animals should be properly trained for handling the particular species involved in the research study. The animal’s pain, suffering and discomfort should be minimized [ 69 ]. Animals should be given proper anesthesia when required and surgical procedures should not be repeated on same animal whenever possible [ 69 ]. The procedure of humane handling and care of experimental animals should be explicitly detailed in the research study protocol. Moreover, whenever required, aseptic techniques should be properly followed [ 70 ]. During the research, anesthetization and surgical procedures on experimental animals should only be performed by professionally skilled individuals [ 69 ].

The Animal Research: Reporting of In Vivo Experiments (ARRIVE) guidelines that are issued by the National Center for the Replacement, Refinement, and Reduction of Animals in Research (NC3Rs) are designed to improve the documentation surrounding research involving experimental animals [ 70 ]. The checklist provided includes the information required in the various sections of the manuscript i.e. study design, ethical statements, experimental procedures, experimental animals and their housing and husbandry, and more [ 70 ].

It is critical to follow the highest ethical standards while performing animal experiments. Indeed, most of the journals refuse to publish any research data that lack proper ethical considerations [ 35 ].

INVESTIGATORS’ ETHICS

Since animals have sensitivity level similar to the human beings in terms of pain, anguish, survival instinct and memory, it is the responsibility of the investigator to closely monitor the animals that are used and identify any sign of distress [ 71 ]. No justification can rationalize the absence of anesthesia or analgesia in animals that undergo invasive surgery during the research [ 72 ]. Investigators are also responsible for giving high-quality care to the experimental animals, including the supply of a nutritious diet, easy water access, prevention of and relief from any pain, disease and injury, and appropriate housing facilities for the animal species [ 73 ]. A research experiment is not permitted if the damage caused to the animal exceeds the value of knowledge gained by that experiment. No scientific advancement based on the destruction and sufferings of another living being could be justified. Besides ensuring the welfare of animals involved, investigators must also follow the applicable legislation [ 74 , 75 ].

To promote the comfort of experimental animals in England, an animal protection society named: ‘The Society for the Preservation of Cruelty to Animals’ (now the Royal Society for the Prevention of Cruelty to Animals) was established (1824) that aims to prevent cruelty to animal [ 76 ].

ANIMAL WELFARE LAWS

Legislation for animal protection during research has long been established. In 1876 the British Parliament sanctioned the ‘Cruelty to Animals Act’ for animal protection. Russell and Burch (1959) presented the ‘3 Rs’ principles: Replacement, Reduction and Refinement, for use of animals during research [ 61 ]. Almost seven years later, the U.S.A also adopted regulations for the protection of experimental animals by enacting the Laboratory Animal Welfare Act of 1966 [ 60 ]. In Brazil, the Arouca Law (Law No. 11,794/08) regulates the animal use in scientific research experiments [ 76 ].

These laws define the breeding conditions, and regulate the use of animals for scientific research and teaching purposes. Such legal provisions control the use of anesthesia, analgesia or sedation in experiments that could cause distress or pain to experimental animals [ 59 , 76 ]. These laws also stress the need for euthanasia when an experiment is finished, or even during the experiment if there is any intense suffering for the experimental animal [ 76 ].

Several national and international organizations have been established to develop alternative techniques so that animal experimentation can be avoided, such as the UK-based National Centre for the Replacement, Refinement and Reduction of Animals in Research (NC3Rs) ( www.caat.jhsph.edu ), the European Centre for the Validation of Alternative Methods (ECVAM) [ 77 ], the Universities Federation for Animal Welfare (UFAW) ( www.ufaw.org.uk ), The Interagency Coordinating Committee on the Validation of Alternative Methods (ICCVAM) [ 78 ], and The Center for Alternatives to Animal Testing (CAAT) ( www.caat.jhsph.edu ). The Brazilian ‘Arouca Law’ also constitutes a milestone, as it has created the ‘National Council for the Control of Animal Experimentation’ (CONCEA) that deals with the legal and ethical issues related to the use of experimental animals during scientific research [ 76 ].

Although national as well as international laws and guidelines have provided basic protections for experimental animals, the current regulations have some significant discrepancies. In the U.S., the Animal Welfare Act excludes rats, mice and purpose-bred birds, even though these species comprise almost 90% of the animals that are used for research purpose [ 79 ]. On the other hand, certain cats and dogs are getting special attention along with extra protection. While the U.S. Animal Welfare Act ignores birds, mice and rats, the U.S. guidelines that control research performed using federal funding ensure protections for all vertebrates [ 79 , 80 ].

Living conditions of animals

Choice of the animal model.

Based on all the above laws and regulations and in line with the deliberations of ethical committees, every researcher must follow certain rules when dealing with animal models.

Before starting any experimental work, thorough research should be carried out during the study design phase so that the unnecessary use of experimental animals is avoided. Nevertheless, certain research studies may have compelling reasons for the use of animal models, such as the investigation of human diseases and toxicity tests. Moreover, animals are also widely used in the training of health professionals as well as in training doctors in surgical skills [ 1 , 81 ].

Researcher should be well aware of the specific traits of the animal species they intend to use in the experiment, such as its developmental stages, physiology, nutritional needs, reproductive characteristics and specific behaviors. Animal models should be selected on the basis of the study design and the biological relevance of the animal [ 1 ].

Typically, in early research, non-mammalian models are used to get rapid insights into research problems such as the identification of gene function or the recognition of novel therapeutic options. Thus, in biomedical and biological research, among the most commonly used model organisms are the Zebrafish, the fruit fly Drosophila melanogaster and the nematode Caenorhabditis elegans . The main advantage of these non-mammalian animal models is their prolific reproducibility along with their much shorter generation time. They can be easily grown in any laboratory setting, are less expensive than the murine animal models and are somewhat more powerful than the tissue and cell culture approaches [ 82 ].

Caenorhabditis elegans is a small-sized nematode with a short life cycle and that exists in large populations and is relatively inexpensive to cultivate. Scientists have gathered extensive knowledge of the genomics and genetics of Caenorhabditis elegans ; but Caenorhabditis elegans models, while very useful in some respects, are unable to represent all signaling pathways found in humans. Furthermore, due to its short life cycle, scientists are unable to investigate long term effects of test compounds or to analyze primary versus secondary effects [ 6 ].

Similarly, the fruit fly Drosophila melanogaster has played a key role in numerous biomedical discoveries. It is small in size, has a short life cycle and large population size, is relatively inexpensive to breed, and extensive genomics and genetics information is available [ 6 ]. However, its respiratory, cardiovascular and nervous systems differ considerably from human beings. In addition, its immune system is less developed when compared to vertebrates, which is why effectiveness of a drug in Drosophila melanogaster may not be easily extrapolated to humans [ 83 ].

The Zebrafish ( Danio rerio ) is a small freshwater teleost, with transparent embryos, providing easy access for the observation of organogenesis and its manipulation. Therefore, Zebrafish embryos are considered good animal models for different human diseases like tuberculosis and fetal alcohol syndrome and are useful as neurodevelopmental research models. However, Zebrafish has very few mutant strains available, and its genome has numerous duplicate genes making it impossible to create knockout strains, since disrupting one copy of the gene will not disrupt the second copy of that gene. This feature limits the use of Zebrafish as animal models to study human diseases. Additionally they are rather expensive, have long life cycle, and genomics and genetics studies are still in progress [ 82 , 84 ].

Thus, experimentation on these three animals might not be equivalent to experimentation on mammals. Mammalian animal model are most similar to human beings, so targeted gene replacement is possible. Traditionally, mammals like monkey and mice have been the preferred animal models for biomedical research because of their evolutionary closeness to humans. Rodents, particularly mice and rats, are the most frequently used animal models for scientific research. Rats are the most suitable animal model for the study of obesity, shock, peritonitis, sepsis, cancer, intestinal operations, spleen, gastric ulcers, mononuclear phagocytic system, organ transplantations and wound healing. Mice are more suitable for studying burns, megacolon, shock, cancer, obesity, and sepsis as mentioned previously [ 85 ].

Similarly, pigs are mostly used for stomach, liver and transplantation studies, while rabbits are suitable for the study of immunology, inflammation, vascular biology, shock, colitis and transplantations. Thus, the choice of experimental animal mainly depends upon the field of scientific research under consideration [ 1 ].

HOUSING AND ENVIRONMENTAL ENRICHMENT

Researchers should be aware of the environment and conditions in which laboratory animals are kept during research, and they also need to be familiar with the metabolism of the animals kept in vivarium, since their metabolism can easily be altered by different factors such as pain, stress, confinement, lack of sunlight, etc. Housing conditions alter animal behavior, and this can in turn affect experimental results. By contrast, handling procedures that feature environmental enrichment and enhancement help to decrease stress and positively affect the welfare of the animals and the reliability of research data [ 74 , 75 ].

In animals, distress- and agony-causing factors should be controlled or eliminated to overcome any interference with data collection as well as with interpretation of the results, since impaired animal welfare leads to more animal usage during experiment, decreased reliability and increased discrepancies in results along with the unnecessary consumption of animal lives [ 86 ].

To reduce the variation or discrepancies in experimental data caused by various environmental factors, experimental animals must be kept in an appropriate and safe place. In addition, it is necessary to keep all variables like humidity, airflow and temperature at levels suitable for those species, as any abrupt variation in these factors could cause stress, reduced resistance and increased susceptibility to infections [ 74 ].

The space allotted to experimental animals should permit them free movement, proper sleep and where feasible allow for interaction with other animals of the same species. Mice and rats are quite sociable animals and must, therefore, be housed in groups for the expression of their normal behavior. Usually, laboratory cages are not appropriate for the behavioral needs of the animals. Therefore, environmental enrichment is an important feature for the expression of their natural behavior that will subsequently affect their defense mechanisms and physiology [ 87 ].

The features of environmental enrichment must satisfy the animals’ sense of curiosity, offer them fun activities, and also permit them to fulfill their behavioral and physiological needs. These needs include exploring, hiding, building nests and gnawing. For this purpose, different things can be used in their environment, such as PVC tubes, cardboard, igloos, paper towel, cotton, disposable masks and paper strips [ 87 ].

The environment used for housing of animals must be continuously controlled by appropriate disinfection, hygiene protocols, sterilization and sanitation processes. These steps lead to a reduction in the occurrence of various infectious agents that often found in vivarium, such as Sendai virus, cestoda and Mycoplasma pulmonis [ 88 ].

Euthanasia is a term derived from Greek, and it means a death without any suffering. According to the Brazilian Arouca Law (Article 14, Chapter IV, Paragraphs 1 and 2), an animal should undergo euthanasia, in strict compliance with the requirements of each species, when the experiment ends or during any phase of the experiment, wherever this procedure is recommended and/or whenever serious suffering occurs. If the animal does not undergo euthanasia after the intervention it may leave the vivarium and be assigned to suitable people or to the animal protection bodies, duly legalized [ 1 ].

Euthanasia procedures must result in instant loss of consciousness which leads to respiratory or cardiac arrest as well as to complete brain function impairment. Another important aspect of this procedure is calm handling of the animal while taking it out of its enclosure, to reduce its distress, suffering, anxiety and fear. In every research project, the study design should include the details of the appropriate endpoints of these experimental animals, and also the methods that will be adopted. It is important to determine the appropriate method of euthanasia for the animal being used. Another important point is that, after completing the euthanasia procedure, the animal’s death should be absolutely confirmed before discarding their bodies [ 87 , 89 ].

Relevance of animal experimentations and possible alternatives

Relevance of animal experiments and their adverse effects on human health.

One important concern is whether human diseases, when inflicted on experimental animals, adequately mimic the progressions of the disease and the treatment responses observed in humans. Several research articles have made comparisons between human and animal data, and indicated that the results of animals’ research could not always be reliably replicated in clinical research among humans. The latest systematic reviews about the treatment of different clinical conditions including neurology, vascular diseases and others, have established that the results of animal studies cannot properly predict human outcomes [ 59 , 90 ].

At present, the reliability of animal experiments for extrapolation to human health is questionable. Harmful effects may occur in humans because of misleading results from research conducted on animals. For instance, during the late fifties, a sedative drug, thalidomide, was prescribed for pregnant women, but some of the women using that drug gave birth to babies lacking limbs or with foreshortened limbs, a condition called phocomelia. When thalidomide had been tested on almost all animal models such as rats, mice, rabbits, dogs, cats, hamsters, armadillos, ferrets, swine, guinea pig, etc., this teratogenic effect was observed only occasionally [ 91 ]. Similarly, in 2006, the compound TGN 1412 was designed as an immunomodulatory drug, but when it was injected into six human volunteer, serious adverse reactions were observed resulting from a deadly cytokine storm that in turn led to disastrous systemic organ failure. TGN 1412 had been tested successfully in rats, mice, rabbits, and non-human primates [ 92 ]. Moreover, Bailey (2008) reported 90 HIV vaccines that had successful trial results in animals but which failed in human beings [ 93 ]. Moreover, in Parkinson disease, many therapeutic options that have shown promising results in rats and non-human primate models have proved harmful in humans. Hence, to analyze the relevance of animal research to human health, the efficacy of animal experimentation should be examined systematically [ 94 , 95 ]. At the same time, the development of hyperoxaluria and renal failure (up to dialysis) after ileal-jejunal bypass was unexpected because this procedure was not preliminarily evaluated on an animal model [ 96 ].

Several factors play a role in the extrapolation of animal-derived data to humans, such as environmental conditions and physiological parameters related to stress, age of the experimental animals, etc. These factors could switch on or off genes in the animal models that are specific to species and/or strains. All these observations challenge the reliability and suitability of animal experimentation as well as its objectives with respect to human health [ 76 , 92 ].

ALTERNATIVE TO ANIMAL EXPERIMENTATION/DEVELOPMENT OF NEW PRODUCTS AND TECHNIQUES TO AVOID ANIMAL SACRIFICE IN RESEARCH

Certainly, in vivo animal experimentation has significantly contributed to the development of biological and biomedical research. However it has the limitations of strict ethical issues and high production cost. Some scientists consider animal testing an ineffective and immoral practice and therefore prefer alternative techniques to be used instead of animal experimentation. These alternative methods involve in vitro experiments and ex vivo models like cell and tissue cultures, use of plants and vegetables, non-invasive human clinical studies, use of corpses for studies, use of microorganisms or other simpler organism like shrimps and water flea larvae, physicochemical techniques, educational software, computer simulations, mathematical models and nanotechnology [ 97 ]. These methods and techniques are cost-effective and could efficiently replace animal models. They could therefore, contribute to animal welfare and to the development of new therapies that can identify the therapeutics and related complications at an early stage [ 1 ].

The National Research Council (UK) suggested a shift from the animal models toward computational models, as well as high-content and high-throughput in vitro methods. Their reports highlighted that these alternative methods could produce predictive data more affordably, accurately and quickly than the traditional in vivo or experimental animal methods [ 98 ].

Increasingly, scientists and the review boards have to assess whether addressing a research question using the applied techniques of advanced genetics, molecular, computational and cell biology, and biochemistry could be used to replace animal experiments [ 59 ]. It must be remembered that each alternative method must be first validated and then registered in dedicated databases.

An additional relevant concern is how precisely animal data can mirror relevant epigenetic changes and human genetic variability. Langley and his colleagues have highlighted some of the examples of existing and some emerging non-animal based research methods in the advanced fields of neurology, orthodontics, infectious diseases, immunology, endocrine, pulmonology, obstetrics, metabolism and cardiology [ 99 ].

IN SILICO SIMULATIONS AND INFORMATICS

Several computer models have been built to study cardiovascular risk and atherosclerotic plaque build-up, to model human metabolism, to evaluate drug toxicity and to address other questions that were previously approached by testing in animals [ 100 ].

Computer simulations can potentially decrease the number of experiments required for a research project, however simulations cannot completely replace laboratory experiments. Unfortunately, not all the principles regulating biological systems are known, and computer simulation provide only an estimation of possible effects due to the limitations of computer models in comparison with complex human tissues. However, simulation and bio-informatics are now considered essential in all fields of science for their efficiency in using the existing knowledge for further experimental designs [ 76 ].

At present, biological macromolecules are regularly simulated at various levels of detail, to predict their response and behavior under certain physical conditions, chemical exposures and stimulations. Computational and bioinformatic simulations have significantly reduced the number of animals sacrificed during drug discovery by short listing potential candidate molecules for a drug. Likewise, computer simulations have decreased the number of animal experiments required in other areas of biological science by efficiently using the existing knowledge. Moreover, the development of high definition 3D computer models for anatomy with enhanced level of detail, it may make it possible to reduce or eliminate the need for animal dissection during teaching [ 101 , 102 ].

3D CELL-CULTURE MODELS AND ORGANS-ON-CHIPS

In the current scenario of rapid advancement in the life sciences, certain tissue models can be built using 3D cell culture technology. Indeed, there are some organs on micro-scale chip models used for mimicking the human body environment. 3D models of multiple organ systems such as heart, liver, skin, muscle, testis, brain, gut, bone marrow, lungs and kidney, in addition to individual organs, have been created in microfluidic channels, re-creating the physiological chemical and physical microenvironments of the body [ 103 ]. These emerging techniques, such as the biomedical/biological microelectromechanical system (Bio-MEMS) or lab-on-a-chip (LOC) and micro total analysis systems (lTAS) will, in the future, be a useful substitute for animal experimentation in commercial laboratories in the biotechnology, environmental safety, chemistry and pharmaceutical industries. For 3D cell culture modeling, cells are grown in 3D spheroids or aggregates with the help of a scaffold or matrix, or sometimes using a scaffold-free method. The 3D cell culture modeling conditions can be altered to add proteins and other factors that are found in a tumor microenvironment, for example, or in particular tissues. These matrices contain extracellular matrix components such as proteins, glycoconjugates and glycosaminoglycans that allow for cell communication, cell to cell contact and the activation of signaling pathways in such a way that the morphological and functional differentiation of these cells can accurately mimic their environment in vivo . This methodology, in time, will bridge the gap between in vivo and in vitro drug screening, decreasing the utilization of animal models during research [ 104 ].

ALTERNATIVES TO MICROBIAL CULTURE MEDIA AND SERUM-FREE ANIMAL CELL CULTURES

There are moves to reduce the use of animal derived products in many areas of biotechnology. Microbial culture media peptones are mostly made by the proteolysis of farmed animal meat. However, nowadays, various suppliers provide peptones extracted from yeast and plants. Although the costs of these plant-extracted peptones are the same as those of animal peptones, plant peptones are more environmentally favorable since less plant material and water are required for them to grow, compared with the food grain and fodder needed for cattle that are slaughtered for animal peptone production [ 105 ].

Human cell culture is often carried out in a medium that contains fetal calf serum, the production of which involves animal (cow) sacrifice or suffering. In fact, living pregnant cows are used and their fetuses removed to harvest the serum from the fetal blood. Fetal calf serum is used because it is a natural medium rich in all the required nutrients and significantly increases the chances of successful cell growth in culture. Scientists are striving to identify the factors and nutrients required for the growth of various types of cells, with a view to eliminating the use of calf serum. At present, most cell lines could be cultured in a chemically-synthesized medium without using animal products. Furthermore, data from chemically-synthesized media experiments may have better reproducibility than those using animal serum media, since the composition of animal serum does change from batch to batch on the basis of animals’ gender, age, health and genetic background [ 76 ].

ALTERNATIVES TO ANIMAL-DERIVED ANTIBODIES

Animal friendly affinity reagents may act as an alternative to antibodies produced, thereby removing the need for animal immunization. Typically, these antibodies are obtained in vitro by yeast, phage or ribosome display. In a recent review, a comparative analysis between animal friendly affinity reagents and animal derived-antibodies showed that the affinity reagents have superior quality, are relatively less time consuming, have more reproducibility and are more reliable and are cost-effective [ 106 , 107 ].

Conclusions

Animal experimentation led to great advancement in biological and biomedical sciences and contributed to the discovery of many drugs and treatment options. However, such experimentation may cause harm, pain and distress to the animals involved. Therefore, to perform animal experimentations, certain ethical rules and laws must be strictly followed and there should be proper justification for using animals in research projects. Furthermore, during animal experimentation the 4 Rs principles of reduction, refinement, replacement and responsibility must be followed by the researchers. Moreover, before beginning a research project, experiments should be thoroughly planned and well-designed, and should avoid unnecessary use of animals. The reliability and reproducibility of animal experiments should also be considered. Whenever possible, alternative methods to animal experimentation should be adopted, such as in vitro experimentation, cadaveric studies, and computer simulations.

While much progress has been made on reducing animal experimentation there is a need for greater awareness of alternatives to animal experiments among scientists and easier access to advanced modeling technologies. Greater research is needed to define a roadmap that will lead to the elimination of all unnecessary animal experimentation and provide a framework for adoption of reliable alternative methodologies in biomedical research.

Acknowledgements

This research was funded by the Provincia Autonoma di Bolzano in the framework of LP 15/2020 (dgp 3174/2021).

Conflicts of interest statement

Authors declare no conflict of interest.

Author's contributions

MB: study conception, editing and critical revision of the manuscript; AKK, DP, GH, RB, Paul S, Peter S, RM, BF, NC, SM, LL, DD, GMT, MCE, MD, SM, Daniele M, GB, AD, KD, MCM, TB, MS, STC, Donald M, AM, AB, KLH, MK, LS, LL, GF: literature search, editing and critical revision of the manuscript. All authors have read and approved the final manuscript.

Contributor Information

INTERNATIONAL BIOETHICS STUDY GROUP : Derek Pheby , Gary Henehan , Richard Brown , Paul Sieving , Peter Sykora , Robert Marks , Benedetto Falsini , Natale Capodicasa , Stanislav Miertus , Lorenzo Lorusso , Gianluca Martino Tartaglia , Mahmut Cerkez Ergoren , Munis Dundar , Sandro Michelini , Daniele Malacarne , Tommaso Beccari , Michele Samaja , Matteo Bertelli , Donald Martin , Assunta Morresi , Ariola Bacu , Karen L. Herbst , Mykhaylo Kapustin , Liborio Stuppia , Ludovica Lumer , and Giampietro Farronato

Middle School Research Project - Animals - Printable and Digital

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Planning your middle school research project doesn't have to be overwhelming! Introduce your beginning researchers to sources, citations, note-taking, and more with this user-friendly research packet. Choose animal topics and use this research format to guide your students through their first full-fledged research project.

This resource is part of my Research Skills Project Bundle , which prepares students to research effectively with lessons on plagiarism, paraphrasing, and more. If your students are new to the research process, don't miss this bundle!

The packet includes:

• Project outline and easy-to-follow steps
• Note-taking page with a research paper outline
• Two source pages (one blank and one fill-in-the-blank; choose for your class's ability level or differentiate within your class)
• Sample bibliography page with citation tips
• Detailed rubric

This resource includes the following digital versions:

• Google Slides (link in PDF)
• Easel Activity (link in My Purchases)

Starting a project can feel overwhelming for students who haven't done it before, those who struggle with organizing and planning, or really almost anyone! This easy-to-follow research project packet provides a clear list of steps for students to follow to get started, an organized paper outline for note-taking, and guided source citations, including a sample bibliography with labeled citation examples. The packet includes everything they need to be successful with their first research project!

As a bonus for you, the detailed rubric makes grading surprisingly easy when combined with the specific research paper outline that students will follow.

My students always enjoy this project, as they learn fascinating facts about their favorite animals and discover that researching and citing sources isn't as intimidating as they thought. I hope your students get as much out of this fun and engaging project as mine have!

Don't forget to teach research vocabulary and skills! Check out my complete Research Skills Project Bundle for skill-based activities that will help your students succeed.

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March 29, 2024 | Combined Reports - UConn Communications

Global Wildlife Study During COVID-19 Shows Rural Animals are More Sensitive to Human Activity

Plant-eating animals are more active, carnivores are more cautious around humans

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One of the largest studies on wildlife activity—involving more than 220 researchers, 163 mammal species, and 5,000 camera traps worldwide—reveals that wild animals react differently to humans depending on where the animals live and what they eat.

Bigger herbivores—plant-eating animals like deer or moose—tend to become more active when humans are around, while meat-eaters like wolves or wolverines tend to be less active, preferring to avoid risky encounters.

Urban animals like deer or raccoons may become more active around people, as they get used to human presence and find food like garbage or plants, which they can access at night. But animals living farther from cities and other developed areas are more wary of encountering people.

The new study, a collaboration of researchers from 161 institutions, including CT State Museum of Natural History Curator, Collections Manager, and Engagement Specialist, and UConn Biodiversity Research Collection Vertebrate Collections Manager Erin Kuprewicz , used comparative camera trapping data from pre-lockdown and post-lockdown from sites across the globe, including study sites in Storrs to track how animals responded to the COVID-19 ‘anthropause.’

“COVID-19 mobility restrictions gave researchers a truly unique opportunity to study how animals responded when the number of people sharing their landscape changed drastically over a relatively short period,” says lead author Cole Burton, an associate professor of forest resources management at the University of British Columbia. “And contrary to the popular narratives that emerged around that time, we did not see an overall pattern of ‘wildlife running free’ while humans sheltered in place. Rather, we saw great variation in activity patterns of people and wildlife, with the most striking trends being that animal responses depended on landscape conditions and their position in the food chain.”

In Canada, researchers monitoring areas such as Banff and Pacific Rim national parks, Cathedral, Golden Ears, and South Chilcotin Mountains provincial parks, and the Sea-to-Sky corridor in B.C. found that carnivores like wolverines, wolves, and cougars were generally less active when human activity was higher.

In several of these parks, and in cities such as Edmonton, large herbivores often increased their activity but became more nocturnal with the presence of more humans. Large carnivores were notably absent from the most human-dominated landscapes.

Kuprewicz collaborates with researchers and citizen scientists across the country in a coordinated national survey called Snapshot USA which tracks and inventories animal activity. As a participant in Snapshot USA, Kuprewicz leads a long-term mammal census project studying the mammals of rural Connecticut. This massively collaborative project involves over 100 collaborators from every state in the US and has been running in Storrs every fall for the past five years.

Around UConn, Kuprewicz saw similar patterns to those observed in Canada.

“Some of the highlights specific to my dataset were that we noticed woodchucks significantly increased their activity at Storrs sites when humans are active, but bobcats and skunks significantly decreased their activity,” Kuprewicz said. “These local trends match up with the global patterns we present in the paper.”

Why it Matters

These findings highlight the importance of measures to minimize any detrimental effects of human disturbance on wildlife, including reducing overlaps that might lead to conflict.

“In remote areas with limited human infrastructure, the effects of our actual presence on wildlife may be particularly strong. To give wild animals the space they need, we may consider setting aside protected areas or movement corridors free of human activity, or consider seasonal restrictions, like temporary closures of campsites or hiking trails during migratory or breeding seasons,” says study co-author and UBC biologist Kaitlyn Gaynor.

She adds that strategies must also fit specific species and locations. In more remote areas, keeping human activity low will be necessary to protect sensitive species. In areas where people and animals overlap more, such as cities, nighttime is an important refuge for wildlife, and keeping it that way can help species survive. Efforts may focus on reducing human-wildlife conflict after dark, such as more secure storage of trash bins to reduce the number of animals getting into human food sources, or use of road mitigation measures to reduce vehicle collisions.

“Being aware of what mammals are active and when around UConn allows us to be thoughtful in campus planning to avoid detrimental human-wildlife conflict,” says Kuprewicz. “My cameras have shown that green spaces throughout campus are surprisingly rich in carnivore species ( e.g. , bobcats and fishers). The potential to evaluate these spaces as effective wildlife corridors in a human-dominated college campus landscape is exciting.”

The findings are particularly useful amid the surge in global travel and outdoor recreation post-pandemic, Burton adds.

“Understanding how wildlife responds to human activity in various contexts helps us develop effective conservation plans that have local and global impact. For that reason, we are working to improve wildlife monitoring systems using tools like the camera traps that made it possible to observe animal behaviors during the pandemic.”

Kuprewicz says collaborations and data sets like these are vital for navigating our future:

“As we accrue more census years for our long-term mammal dataset and devise interesting ways to use these data, the story of shifting species activity patterns and ranges will become clearer in the ever-changing Anthropocene.”

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Maine public highlights umaine-funded research on birds in north woods.

A research project partially funded in part by the Cooperative Forestry Research Unit, a part of the University of Maine Center for Research on Sustainable Forests, is highlighted in an article from Maine Public . In 2021, research crews began monitoring 300 sites in forest habitats across nearly 600,000 acres in Maine’s North Woods. The goal was to discover whether bird species were declining due to human activity and climate change. Research found that 33 of 47 bird species actually increased in abundance within the woods, unlike in other parts of the country.

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Top Myths About Animal Research

The University of Texas at Austin is dedicated to informing the public about why research with animals is essential to advancing scientific knowledge.

MYTH: Animal research is a waste of money because it cannot predict how drugs will affect humans.

FACT: There are many similarities between humans and animals.

The physiological systems of humans and other species of animals are very similar and as a result, research studies involving animals have led to critical contributions to the treatment of a wide variety of diseases. Vaccinations for polio, tuberculosis and diphtheria as well as pacemakers and cochlear implants have all been developed through research on animals. In fact, 188 of the 225 Nobel Prize award recipients in the Physiology or Medicine category used animal models in their research! (Foundation for Biomedical Research, Nobel Prizes in Medicine, 2023)

MYTH: Animal research only benefits humans.

FACT: Animal research saves human and animal lives!

Animal research not only benefits humans. It also plays a key role in the development of veterinary medicine for our pets. These discoveries include the feline leukemia vaccine and flea control methods. These advances would not have been possible without the use of laboratory animals.

MYTH: There are no laws or regulations governing the use of animals in research.

FACT: Animal research is highly regulated in the United States on the federal and local levels.

Scientists who wish to perform research with animals must receive prior approval from their Institutional Animal Care and Use Committee (IACUC). The IACUC reviews proposals while focusing on the ethical care and use of animals. The IACUC is comprised of veterinarians, scientists, non-scientists and members of the community.

Scientists and IACUCs must both comply with the United States Department of Agriculture (USDA) and the National Institutes of Health (NIH) Office of Laboratory Animal Welfare. Both federal agencies have set strict policies and regulations regarding the care and use of animals. UT Austin is also accredited by the Association for Assessment and Accreditation Laboratory Animal Care International (AAALAC), a voluntary accreditation organization that sets the gold standard for the care and use of animals.

MYTH: Most experiments are performed on monkeys, dogs and cats.

FACT: Only 1% of animal research is conducted with monkeys, dogs and cats.

99% of animal research around the world is conducted with other animals, including rodents, fruit flies, fish or other species. However dogs, cats and monkeys have and continue to contribute greatly to our understanding of the way the body works and treating diseases affecting humans and animals.

MYTH: Research animals are abused and mistreated.

FACT: The laws to protect laboratory animals in the United States are among the strictest on the planet.

The University of Texas at Austin complies with all laws and regulations set forth by the United States Department of Agriculture (USDA) and National Institute of Health’s (NIH) Office of Laboratory Animal Welfare (OLAW). UT is voluntarily accredited by AAALAC and utilizes standards set forth by the Guide for the Care and Use of Laboratory Animals.

Animal research cannot occur unless it receives prior approval from an animal welfare and ethics committee, known as an IACUC (Institutional Animal Care and Use Committee). UT employs three full-time veterinarians with specialty in laboratory animal medicine who provide around-the clock medical care. Animals are provided with clean housing, nutritious food,and environmental enrichment. A procedure that is painful in humans is assumed to be painful in animals. The use of anesthetics for potentially painful procedures plus painkillers after surgery are always provided unless the clinical study specifically disallows it. In this case, researchers must have a strong justification for why these cannot be provided.

MYTH: No scientific benefits have resulted from animal research.

FACT: Countless scientific benefits have resulted from animal research.

Without animal research, we would not have chemotherapy drugs for cancer, high blood pressure medication, the ability to perform organ transplants, insulin drugs for the diabetic, artificial joint replacements, drugs such as penicillin and other antibiotics, heart pacemakers, vaccines for polio, measles, rubella, smalli diphtheria and tetanus, and so many more medical advances.

MYTH: Animal research is no longer necessary because there are non-animal alternatives to animal experiments.

FACT: Although the scientific community has become more sophisticated with using non-animal alternatives, they cannot completely replace experiments that need to be performed in a living being.

In some cases, non-animal alternatives such as computers have been used to replace research animals. Nevertheless, while computers provide terrific resources for researchers, they do have limitations. For instance, computers are only able to provide information or models of known phenomena. Because research consistently seeks answers to unknowns, a computer is unable to simulate how a particular cell might interact or react with a medical compound, or how a complex biological system such as the circulatory system will react to a new drug directed to improve organ function.

Studies using isolated cells or tissues almost always precede animal-based research, but researchers must study whole living systems to understand the effectiveness of treatments and their potential benefits and dangers.

U.S. law requires that all new drugs, medical devices and procedures first be evaluated in animals for safety and efficacy before clinical (human) trials can begin.

MYTH: It is immoral to use animals in research.

FACT: Animal research is necessary to treat and prevent disease, and the animals are treated with the utmost respect.

The use of animals in research is a privilege that must be preserved to ensure human and animal relief from disease and suffering. Researchers seek to relieve suffering in both humans and animals by enhancing our ability to prevent, diagnose and treat disease.

A large number of major medical advances in the 20th century have occurred largely because of research with animals. Our best hope for developing preventions, treatments and cures for diseases such as Alzheimer’s, AIDS and cancer will also involve biomedical research using animals.

MYTH: Animals are an unnecessary part of the drug development process.

FACT: Animal involvement is often a necessary part of developing and testing the efficacy of drugs.

According to the Nuremburg Code, developed after World War II as a result of Nazi atrocities, any experiments on humans “should be designed and based on the results of animal experimentation.” The Nazis had outlawed animal experimentation but allowed experiments on Jews and “asocial persons.” The Declaration of Helsinki, adopted in 1964 by the 18th World Medical Assembly and revised in 1975, also states that medical research on human subjects “should be based on adequately performed laboratory and animal experimentation.”

According to the U.S. Food and Drug Administration (FDA), there are multiple steps that must be taken before a drug is determined safe and made available for humans to use. This process can take between 10-15 years.

Large-scale animal study links brain pH changes to wide-ranging cognitive issues

A global collaborative research group comprising 131 researchers from 105 laboratories across seven countries announces a groundbreaking research paper submitted to eLife . Titled "Large-scale Animal Model Study Uncovers Altered Brain pH and Lactate Levels as a Transdiagnostic Endophenotype of Neuropsychiatric Disorders Involving Cognitive Impairment," the study identifies brain energy metabolism dysfunction leading to altered pH and lactate levels as common hallmarks in numerous animal models of neuropsychiatric and neurodegenerative disorders, such as intellectual disability, autism spectrum disorders, schizophrenia, bipolar disorder, depressive disorders, and Alzheimer's disease.

At the forefront of neuroscience research, the research group sheds light on altered energy metabolism as a key factor in various neuropsychiatric and neurodegenerative disorders. While considered controversial, an elevated lactate level and the resulting decrease in pH is now also proposed as a potential primary component of these diseases. Unlike previous assumptions associating these changes with external factors like medication a , the research group's previous findings suggest that they may be intrinsic to the disorders. This conclusion was drawn from five animal models of schizophrenia/developmental disorders, bipolar disorder, and autism, which are exempt from such confounding factors b . However, research on brain pH and lactate levels in animal models of other neuropsychiatric and neurological disorders has been limited. Until now, it was unclear whether such changes in the brain were a common phenomenon. Additionally, the relationship between alterations in brain pH and lactate levels and specific behavioral abnormalities had not been clearly established.

This study, encompassing 109 strains/conditions of mice, rats, and chicks, including animal models related to neuropsychiatric conditions, reveals that changes in brain pH and lactate levels are a common feature in a diverse range of animal models of conditions, including schizophrenia/developmental disorders, bipolar disorder, autism, as well as models of depression, epilepsy, and Alzheimer's disease. This study's significant insights include:

I. Common Phenomenon Across Disorders: About 30% of the 109 types of animal models exhibited significant changes in brain pH and lactate levels, emphasizing the widespread occurrence of energy metabolism changes in the brain across various neuropsychiatric conditions.

II. Environmental Factors as a Cause: Models simulating depression through psychological stress, and those induced to develop diabetes or colitis, which have a high comorbidity risk for depression, showed decreased brain pH and increased lactate levels. Various acquired environmental factors could contribute to these changes.

III. Cognitive Impairment Link: A comprehensive analysis integrating behavioral test data revealed a predominant association between increased brain lactate levels and impaired working memory, illuminating an aspect of cognitive dysfunction.

IV. Confirmation in Independent Cohort: These associations, particularly between higher brain lactate levels and poor working memory performance, were validated in an independent cohort of animal models, reinforcing the initial findings.

V. Autism Spectrum Complexity: Variable responses were noted in autism models, with some showing increased pH and decreased lactate levels, suggesting subpopulations within the autism spectrum with diverse metabolic patterns.

"This is the first and largest systematic study evaluating brain pH and lactate levels across a range of animal models for neuropsychiatric and neurodegenerative disorders. Our findings may lay the groundwork for new approaches to develop the transdiagnostic characterization of different disorders involving cognitive impairment," states Dr. Hideo Hagihara, the study's lead author.

Professor Tsuyoshi Miyakawa, the corresponding author, explains, "This research could be a stepping stone towards identifying shared therapeutic targets in various neuropsychiatric disorders. Future studies will center on uncovering treatment strategies that are effective across diverse animal models with brain pH changes. This could significantly contribute to developing tailored treatments for patient subgroups characterized by specific alterations in brain energy metabolism."

In this paper, the mechanistic insights into the reduction in pH and the increase in lactate levels remain elusive. However, it is known that lactate production increases in response to neural hyperactivity to meet the energy demand, and the authors seem to think this might be the underlying reason.

a. Halim ND, Lipska BK, Hyde TM, Deep-Soboslay A, Saylor EM, Herman M, et al (2008). Increased lactate levels and reduced pH in postmortem brains of schizophrenics: medication confounds. Journal of Neuroscience Methods 169(1): 208-213.

b. Hagihara H, Catts VS, Katayama Y, Shoji H, Takagi T, Huang FL, et al (2018). Decreased Brain pH as a Shared Endophenotype of Psychiatric Disorders. Neuropsychopharmacology 43(3): 459-468.

• Brain Tumor
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• Mental Health Research
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• Disorders and Syndromes
• Learning Disorders
• Encephalopathy
• Personality disorder
• Psychopathology
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• Cognitive neuroscience
• Animal cognition

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Journal Reference :

• Hideo Hagihara, Hirotaka Shoji, Satoko Hattori, Giovanni Sala, Yoshihiro Takamiya, Mika Tanaka, Masafumi Ihara, Mihiro Shibutani, Izuho Hatada, Kei Hori, Mikio Hoshino, Akito Nakao, Yasuo Mori, Shigeo Okabe, Masayuki Matsushita, Anja Urbach, Yuta Katayama, Akinobu Matsumoto, Keiichi I Nakayama, Shota Katori, Takuya Sato, Takuji Iwasato, Haruko Nakamura, Yoshio Goshima, Matthieu Raveau, Tetsuya Tatsukawa, Kazuhiro Yamakawa, Noriko Takahashi, Haruo Kasai, Johji Inazawa, Ikuo Nobuhisa, Tetsushi Kagawa, Tetsuya Taga, Mohamed Darwish, Hirofumi Nishizono, Keizo Takao, Kiran Sapkota, Kazutoshi Nakazawa, Tsuyoshi Takagi, Haruki Fujisawa, Yoshihisa Sugimura, Kyosuke Yamanishi, Lakshmi Rajagopal, Nanette Deneen Hannah, Herbert Y Meltzer, Tohru Yamamoto, Shuji Wakatsuki, Toshiyuki Araki, Katsuhiko Tabuchi, Tadahiro Numakawa, Hiroshi Kunugi, Freesia L Huang, Atsuko Hayata-Takano, Hitoshi Hashimoto, Kota Tamada, Toru Takumi, Takaoki Kasahara, Tadafumi Kato, Isabella A Graef, Gerald R Crabtree, Nozomi Asaoka, Hikari Hatakama, Shuji Kaneko, Takao Kohno, Mitsuharu Hattori, Yoshio Hoshiba, Ryuhei Miyake, Kisho Obi-Nagata, Akiko Hayashi-Takagi, Léa J Becker, Ipek Yalcin, Yoko Hagino, Hiroko Kotajima-Murakami, Yuki Moriya, Kazutaka Ikeda, Hyopil Kim, Bong-Kiun Kaang, Hikari Otabi, Yuta Yoshida, Atsushi Toyoda, Noboru H Komiyama, Seth GN Grant, Michiru Ida-Eto, Masaaki Narita, Ken-ichi Matsumoto, Emiko Okuda-Ashitaka, Iori Ohmori, Tadayuki Shimada, Kanato Yamagata, Hiroshi Ageta, Kunihiro Tsuchida, Kaoru Inokuchi, Takayuki Sassa, Akio Kihara, Motoaki Fukasawa, Nobuteru Usuda, Tayo Katano, Teruyuki Tanaka, Yoshihiro Yoshihara, Michihiro Igarashi, Takashi Hayashi, Kaori Ishikawa, Satoshi Yamamoto, Naoya Nishimura, Kazuto Nakada, Shinji Hirotsune, Kiyoshi Egawa, Kazuma Higashisaka, Yasuo Tsutsumi, Shoko Nishihara, Noriyuki Sugo, Takeshi Yagi, Naoto Ueno, Tomomi Yamamoto, Yoshihiro Kubo, Rie Ohashi, Nobuyuki Shiina, Kimiko Shimizu, Sayaka Higo-Yamamoto, Katsutaka Oishi, Hisashi Mori, Tamio Furuse, Masaru Tamura, Hisashi Shirakawa, Daiki X Sato, Yukiko U Inoue, Takayoshi Inoue, Yuriko Komine, Tetsuo Yamamori, Kenji Sakimura, Tsuyoshi Miyakawa. Large-scale animal model study uncovers altered brain pH and lactate levels as a transdiagnostic endophenotype of neuropsychiatric disorders involving cognitive impairment . eLife , 2024; 12 DOI: 10.7554/eLife.89376.3

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