Dive into the world of

Citizen Science

MANUAL

Dive into the world of

Citizen Science

MANUAL

Preface

Dear reader, whoever you might be.

I am glad this book found you, and I

hope you will find yourself in it.

Title: Dive into the World of Citizen Science Its content is perhaps a little unusual, and so is its goal. It is intended as a light read – a theoretical and practical introduction to the world of experimentation and discovery, of Authors: Gjino Šutić, in collaboration with: the world around us and of ourselves. It is suitable for almost all ages, although it will Filip Grgurević, Ana Klarin, Gaspard Berger and Maja Drobne perhaps have greatest impact on children and young adults (12 years old and up).

Publisher: Kulturno izobraževalno društvo PiNA, Gortanov trg 15, 6000 Koper, Slovenija Through its narrative and methodologies, it seeks to help young people articulate bigger questions, and find a way of approaching and answering them through analytical (decon-Year: 2024

structive) and constructive tinkering. It also hopes to encourage adults to examine topics and practices mostly neglected and sometimes forgotten – that is, to find their inner Publication’s web address: https://www.pina.si/en/portfolio/dive-in-2/

playfulness by (re)discovering science and rethinking perspectives on the things we take for granted. In addition to those who are open to a little self-learning and discovery, the Dive into the World of Citizen Science © 2024 by Gjino Šutić, in collaboration with book might also serve as a teaching aid to youth workers in STEAM (Science, Technolo-Filip Grgurević, Ana Klarin, Gaspard Berger and Maja Drobne, is licensed under gy, Engineering, Art & Mathematics), as well as general educators who wish to incubate CC BY-NC-SA 4.0.

the development of analytical, critical and constructive thinking skills in young people. It To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-sa/4.0/

looks to do so not by being a source of definitions and a ‘dry read’, but by planting seeds from which curiosity grows, and being a tool for developing better tools along the path of Publication if free of charge.

self-learning and of co-creation of a sustainable future.

And that would be its basic philosophy: seeking to inspire citizens not to conform to existing global challenges (such as climate change, environmental pollution, inequalities, etc.) or non-stimulative environments and communities, but to grasp the problems, re-form, (re)invent and build a better future. Do not forget that citizens such as you are the ones who build and make society.

The content itself is made to be read in any way you like. Feel free to read the book from cover to cover, skim through it, or jump directly to any chapter that takes your fancy.

There is only one thing I would kindly ask of you: don’t just read without trying out the practical part. Knowledge without application has little meaning, while real comprehen-sion does not come from taking theory for granted, but by diving deeper into the topic, all hands in.

Kataložni zapis o publikaciji (CIP) pripravili v Narodni in univerzitetni knjižnici v Ljubljani Don’t be scared of making mistakes or making a mess. Self-learning comes from the pro-

COBISS.SI-ID 200086531

cess of experimentation, mess is a fertile ground for creation, and mistakes are a surefire ISBN 978-961-94054-8-2 (PDF)

way of ensuring that the end result is as good as it can be.

0

C O N T E N T

08

1





INTRODUCTION


3.2.3 Interaction

44

09

1.1

The playground of citizen science

3.2.3.1 General observational questionnaire 45

09

1.1.1

Discover

3.2.3.2 Experiment: DIY honey trap (for insects) and observational questionnaire 46

1 1

1.1.2

Citizen science

3.2.3.3 Experiment: DIY bird feeder and observational questionnaire 49

1 3

1.1.3

DIY engineering

3.2.3.4 Quest: Food web mapping

51

1 5

1.2

Why Citizens Science in Youth work

1 7

1.3

Possibilities – The example of Hedy Lamarr 4

ENGINEER (DESIGN and CREATE)

52

4.1

Closed systems, systems thinking and design 53

20

2

DIY tinkering spaces/household laboratories 4.2

DIY microcosmos

53

2 1

2.1

Workspace

4.2.1 Guided tutorial: Making a Winogradsky column 54

22

2.2

Safety

4.2.2 Guided tutorial: Making a microbial fuel cell 57

23

2.3

Basic equipment



23

2.3.1 Wet lab equipment (biology and chemistry) 5

INNOVATE

60

26

2.3.2 Electrical and electronic equipment 5.1

Design your STEAM project

61

30

3

EXPLORE

31

3.1

Open environments, natural systems and the cybernetic approach 33

3.2

DIY case study – Exploring an open environment of your choice 33

3.2.1 Object

35

3.2.2 Environment

35

3.2.2.1 Introduction

37

3.2.2.2 Guided observational study questionnaire for in situ exploration 38

3.2.2.3 Experiment: DIY laboratory soil composition experiments 42

3.2.2.4 Experiment: DIY laboratory water analysis

1

1.1

1

The Playground





Introduction


of Citizen Science


INTRODUCTION


1.1.1 Discover

⊕ the ability to make the most use of what one has at one’s disposal (for construc-In

tion and growth).

nature, every being, organism

and cell comes into existence with-

Science and engineering are nothing more

out knowing its environment and its

than human manifestations of these phe-

working mechanisms; it then seeks

nomena. They have evolved into a form that

to live, find positive stimuli, a hos-

can be shared with others, which allows us

pitable environment and directions

to keep building and refining, and to achieve in which to grow. This is something

more as individuals and as a human collective.

worth thinking about, isn’t it?

The natural, innate way of doing science and We could say the most important tools

engineering is deeply embedded in all of us, for fulfilment come in the form of:

as that core method of experimentation: tri-al and error.



⊕ the ability and skill to explore and

analyse the environment, whatev-

If we simplify this process, we can see that it er it might be (in search of hospita-is rooted in the most innate and basic mech-ble and stimulative conditions),

anisms of control found in all self-controlling living systems, and recreated through engi-

⊕ the ability to critically compare

neering in all artificial automatic control sys-findings, pick the best and avoid

tems – something called a ‘feedback loop’ in the negative,

the science of cybernetics. This process re-DEFINE THE GOAL, PICK THE TOOLS.

Remember as successful,

and go further.

YES.

Define the goal,

Try to achieve.

Did it work?

pick the tools.

NO.

Rethink and change the angle

of approach, the tools

of choice and/or definition

of the goal, then try again.

9

1

lies on feeding data that has been produced The scientific methodology usually

listed – but not always. Sometimes

Ultimately, science is a powerful tool for

back into itself, learning from its trials and comprises these elements:

questions do not come directly from

human progress, driving innovation, tech-

FEEDBACK LOOP.

errors, to produce the desired outputs.

the object of focus or the domain of

nological advancements and a deeper un-



⊕ OBSERVATION

science itself, but through inspira-

derstanding of the universe and of our

But first, let us go back and try to grasp what Scientists observe phenomena

tion – seeing similarities, perhaps, or

place within it. It provides a reliable and ev-science is in general terms.

in the world, making note of pat-

seeking connections with other ob-

idence-based framework for exploring and

INPUT

terns, behaviours, and events.

jects and domains. Making connec-

explaining the phenomena that shape our





INTRODUCTION


Most dictionaries would say that science is a tions (correlation) and comparing the world.

systematic and methodical approach to un-

⊕ QUESTION

comparable and the incomparable

derstanding the natural world through ob-

Based on their observations, sci-

are therefore important processes.

servation, experimentation and the formu-

entists formulate questions that

lation of testable explanations or theories.

seek to explain or understand the

There is a saying: “We shouldn’t com-

ACK

It represents a systematic way of acquiring phenomena they have observed.

pare apples and pears”. But that just

PROCESS

knowledge, organising information and mak-

isn’t true. When comparing apples

1.1.2 Citizen science

ing predictions about the world and about the

⊕ HYPOTHESIS (THEORETICAL

and pears, we can discover more

FEEDB

objects, subjects and phenomena within it.

IDEA OF PROBABLE

about both fruits than we can when

CONCLUSION)

we compare apples with apples,

As we pointed out above, there are peo-

At its core, science as a discipline is based on Scientists propose theoretical,

pears with pears. It is important to

ple who choose to practise science and sci-the principles of empiricism (the idea that all untested explanations or hy-correlate – and to develop the skills

entific methodology in a non-profession-

learning can only come from experience and

potheses that can be tested

of correlation.

al capacity and and/or get involved in the MEASURMENT

observation) and the practice of objectivity.

through further investigation. A

process of professional science as citizens.

Objectivity approaches the study of the world hypothesis is a proposed expla-It is important to knows that we can

As a group, they form the body of citizen We should compare apples and

with an unbiased and impartial mindset,

nation that can be supported or

sometimes also find questions, new

science.

pears.

seeking to uncover truth based on evidence

refuted by testable and measur-

knowledge and ideas for experiments

rather than personal beliefs or opinions.

able evidence.

in pure data – such as in the hybrid

Citizen science, also known as community field of data science, which rep-science or public participation in scientifThis is a truthful explanation, but it’s a bit

⊕ EXPERIMENTATION

resents one of the newest branches

ic research, is a collaborative approach to dull, isn’t it? What it does not contain is any Scientists design and conduct

on the science domains tree.

professional scientific inquiry or hobbyistic OUTPUT

sense of the spark and drive of science.

experiments to test their hy-

practice in which members of the gener-

Why should we relate to and care about

potheses. Experiments involve

In addition to good methodologies

al public (citizens not academically trained science? Well, the answer is that a core of manipulating variables and mea-for learning, science teaches us about

in science) actively contribute to scientific science is embedded in all of us as a natural suring outcomes to determine

knowledge itself. It teaches us not

research projects. It can involve engaging

principle – one of the innate mechanisms of cause-and-effect relationships.

to take knowledge (and things) for

non-professional scientists in various stag-exploring and understanding, even though

granted, since it considers knowledge

es of the scientific process, including data we might not be aware of it. We could say

⊕ DATA COLLECTION AND

to be dynamic, and subject to change

collection, hypothesis production, experi-

that science is a tool we are born with, and ANALYSIS

and revision when new evidence

mentation, analysis, data interpretation and that it is up to us whether we want to use

Scientists collect relevant data

emerges. This process of self-correc-

producing conclusions. On occasions, such and develop it.

during experiments or through

tion and refinement contributes to

non-academically trained individuals can,

other means. They then analyse

the cumulative advancement of sci-

if they have developed sufficiently through Since we could say science (as a tool) is in all the data using statistical meth-entific understanding over time, and

self-learning and scientific experimentation, of us, it is not surprising that many people ods and other techniques to draw

to the growth of the body of human

produce scientific research comparable in

practise science.

meaningful conclusions.

knowledge itself.

quality to the work of professionals – and

even take it a step further into true (patent-Some people specialise in practising science.

⊕ CONCLUSION

Science shares another interesting

able) inventions. Perhaps the most shining

These professional scientists employ vari-Based on the analysis of the

characteristic with living organisms

example of an ideal citizen scientist, inno-ous methods and processes to investigate

data, scientists reach conclusions

by being organic. Science encom-

vator and inventor would be Hedy Lamarr, and understand the natural world, and do so about the validity of their hypoth-passes a wide range of disciplines

with her impressive body of work in various as their job.

eses. If the data supports the hy-

(including physics, chemistry, biology,

fields of science, or that genius for the ages pothesis, it may become a theory

astronomy, geology, psychology and

Leonardo da Vinci, who helped lay the foun-

Some people seek to practise science

or a well-established explanation.

many others), which grow and branch

dations of several fields of science through non-professionally – perhaps for personal

If the data does not support the

out just like a living tree. Each field of

self-learning by experimentation.

development or as a way of spending their

hypothesis, scientists may modify

science has its specific methodolo-

free time constructively. These are citizen or reject it, and then go on to degies and areas of focus, but they all

The concept of citizen science is founded

scientists.

velop new hypotheses for further

share a commitment to the system-

on the belief that scientific research should investigation.

atic study of the world and what it

not be limited to the realm of profession-

From this we can cook up a wide definition

contains, and a desire to uncover and

al scientists and researchers. Instead, it

of a scientist as an individual who practises These elements of professional sci-explain underlying principles and pro-

recognises that individuals from diverse

science and follows scientific methodology.

ence usually follow the sequence

cesses.

backgrounds and with different levels of

10

11





1

expertise can make valuable contributions

The professional scientific commu-

1.1.3 DIY engineering

policies on sustainability, such as the United to scientific knowledge and understanding.

nity derives several benefits from

Nations Sustainable Development Goals (UN

citizen science. Researchers are

SDGs), which see global resources as limited We should not forget that no father or

able to gather large amounts of data

Practical engineering utilises and as things that must be cherished if we mother of a scientific discipline has been

over large geographical areas and

knowledge to design, create and

are to live comfortably. If you are interest-formally educated in that discipline – sim-

extended periods, something that

construct tangible outputs; and just

ed in the subject of the problem of resource ply by virtue of the fact that the discipline would be otherwise challenging or

as citizen science relates to profes-

scarcity and responsible consumption and





INTRODUCTION


did not exist until they turned up. As they impossible to achieve. This process

sional science, there are some inter-

production, it is important to mention that were giving birth to the field, they were cit-helps scale up data-collection ef-

esting cultural practices that relate

one of the current UN SDGs is precisely izen scientists in it.

forts, leading to a richer and more

to engineering fields. Prominent

‘Responsible consumption and production’,

comprehensive understanding of

examples include the do-it-yourself

which has been recognised as a global chal-

It is therefore no surprise that citizen sci-various phenomena.

(DIY) repair cultures found in social-

lenge we need to solve as citizens.

entists today are involved in almost all doist and communist countries. These

mains of science – collecting environmental Citizen science also fosters public

often emerged from necessity, be-

Emerging relatively recently, in the 2000s, data, identifying species, monitoring bird

engagement with science, and pro-

cause local resources were scarce.

and swiftly gaining public attention, maker populations, tracking weather patterns,

motes scientific literacy in citizens

Their goal was to utilise these re-

culture is a cultural movement similar to re-analysing astronomical images, analysing

and communities. By actively partic-

sources to the maximum.

pair culture and related to citizen science. It water quality, solving problems of protein

ipating in research projects, individ-

is a social movement that emphasises DIY

folding (necessary for developing solutions uals gain hands-on experience and

DIY repair cultures were common in

and hands-on learning, exploration and cre-

to target and eradicate diseases, as well as develop a deeper understanding of

the former Yugoslavia (1945–1992)

ation, a global community of individuals who create biological innovations), and so on.

scientific processes and concepts.

and are very much part of society in

engage in various creative activities, such as Citizen science empowers people

present-day Cuba. Their approaches

designing, building, tinkering, inventing and In citizen science, as in professional science, to contribute to important societal

to DIY repair differed slightly, whether

prototyping, and often leveraging technolo-

we distinguish between two main practices

issues, and increases their appreci-

they involved buying sustainable do-

gy and digital fabrication tools.

of research and experimentation: individual ation of scientific inquiry; it can also

mestic products at an economical price

do-it-yourself (DIY) and collaborative do-actually strengthen connections

(e.g. items from recycled and/or af-

At its core, maker culture encourages in-

it-with-others (DIWO) experimentation.

between scientists, the public, pol-

fordable and sustainable local materi-

dividuals to become active participants in

icymakers and industry, and foster

als) or avoiding wasteful consumption

the process of making things (and making

The concept of citizen

collaboration and dialogue. Profes-

and related unsustainable practices.

things better) rather than simply being pas-science is founded on

sional researchers benefit from the

The DIY culture became quite rooted in

sive consumers. It values creativity, collab-the belief that scientific

expertise and local knowledge of

Yugoslavia, and was further fostered

oration, and the sharing of knowledge and

research should not be

citizen scientists, while citizen sci-

through ‘Sam svoj majstor’ and sim-

skills. Makers embrace an open mindset,

limited to the realm of

entists gain insights into the profes-

ilar magazines, which gave practical

seeking to learn and experiment with differ-professional scientists

sional scientific community’s work,

detailed instructions on how to build

ent tools, materials and techniques.

and researchers.

and can contribute to real-world sci-

and repair household items – and even

entific advancements.

how to build houses themselves.

In recent years, technological ad-

At its core, maker

vancements have played a signifi-

culture encourages

cant role in expanding the scope and

individuals to become

impact of citizen science. The wide-

active participants in

spread availability of smartphones,

the process of making

internet access and data-sharing

things (and making

platforms has facilitated the partic-

things better) rather

ipation and collaboration of citizen

than simply being

scientists on a global scale.

passive consumers.

Overall, citizen science offers a col-

While Cuba followed a similar path,

laborative and inclusive approach

economic constraints mean that the

to scientific research, harnessing

country’s repair culture has become

the power of collective intelligence,

unique and recognisable, with highly

and contributing to a more informed

innovative ways of repurposing items

and engaged society. Through the

in DIY engineering and for repair. Its

diversity of individual backgrounds,

aesthetics have famously become an

‘Sam svoj majstor’,

citizen science has the potential to

essential part of everyday life.

‘Make:’,

1st issue, 1975.

address complex scientific and social

1st issue, 2005.

challenges, and to drive meaningful

These examples are interesting in the

change in the world.

context of the relatively recent public

12

13



1.2

1

The key characteristics of maker culture in-We should also mention the charac-

clude:

teristics and specific places for maker

Why Citizens Science

culture – hackerspaces and maker-

⊕ DIY MENTALITY: Makers are driven by spaces – which are physical locations a desire to create and build things on

where individuals can gather to col-

their own, seeking to acquire skills and

laborate, share resources and work

in Youth Work





INTRODUCTION


knowledge through hands-on experi-


on projects. They are mostly open to

ence.

the public, and typically provide ac-

cess to tools, equipment and a sup-

⊕ OPEN-SOURCE PHILOSOPHY: Makers

portive community.

often adapt, freely sharing their ideas,

designs and projects with others. They

The maker movement has gained

value collaboration, and believe in the

recognition in education as a way of

power of collective creativity and the

promoting hands-on, project-based

When we decided to start this

ownership over their learning and con-

freedom of knowledge and learning.

learning. Makerspaces began appear-

project, we knew, we were doing

tributions to society. This empower-

ing in schools, colleges and libraries,

something controversial. Bringing

ment fosters a sense of responsibility

⊕ MODERN TECHNOLOGY: Maker culture

providing students with opportuni-

citizen science into youth work is

towards addressing global challenges

embraces the use of modern technolo-

ties to explore STEAM subjects and

crucial for fostering a generation

such as climate change, biodiversity

gies, including 3D printers, laser cutters, develop practical skills.

that is engaged, informed, and ca-

loss, and pollution. As they witness the

microcontrollers and robotics. These

pable of contributing to the global

impact of their contributions, young in-

tools enable makers to bring their ideas

Another related practice is biohack-

challenges they will inherit.

dividuals are motivated to become pro-

to life and rapidly prototype their cre-

ing, which refers to the practice of active agents of change, understanding

ations.

DIY research in biology and biolog-

The importance of integrating citi-

that their actions can make a difference

ical engineering (biotechnology). It

zen science into youth work can be

in the world.

⊕ INTERDISCIPLINARY

APPROACH:

is perhaps one of the youngest and

understood through several dimen-

Maker culture often encourages the

most cutting-edge practices of sci-

sions:

C. BUILDING COMMUNITY AND

blending of different disciplines, bring-

ence-related DIY engineering and, as

COLLABORATION

ing together people from diverse back-

such, is not well defined in literature.

A. EDUCATIONAL ENRICHMENT

Citizen science projects often require

grounds, such as artists, engineers, de-

It has different meanings to different

Citizen science offers a unique

collaboration among participants, re-

signers, programmers and hobbyists,

people and practitioners. The com-

educational experience that

searchers, and sometimes, interna-

who exchange ideas and skills.

mon philosophy lies in open-sourc-

complements traditional class-

tional teams. This collaborative en-

ing – which is enabling free access to

room learning, but also comple-

vironment teaches young people the

⊕ PROBLEM-SOLVING AND INNOVA-

biological and biological engineering

ments the youth work settings,

importance of teamwork, communi-

TION: Makers often tackle real-world knowledge, which is often jealously

which are usually more focused

cation, and the collective pursuit of

problems, seeking innovative and cre-

guarded by academic/science pub-

on soft skills. It provides young

knowledge. Through these projects,

ative solutions. They embrace a hands-

lishing systems (closed to general

individuals with hands-on, prac-

young people can connect with peers

on, iterative approach to design and

citizens) or by patents on natural bi-

tical learning opportunities that

and mentors with shared interests,

development, learning from failure and

ological mechanisms and resources.

enhance their understanding of

fostering a sense of belonging and

embracing the spirit of experimentation.

scientific concepts and meth-

community. These experiences help

Biohacking communities often share

odologies. By participating in

them develop interpersonal skills that

STEAM = Science, Technology,

The maker movement has had a significant

knowledge by organising workshops,

real-world scientific research,

are valuable in every aspect of life.

impact on education. It has encouraged a

lectures, conferences, exhibitions

youth can develop a deeper ap-

Engineering, the Arts and

shift towards more practically minded, proj-and similar public events, seeking

preciation for the sciences, im-

D. ENHANCING ENVIRONMENTAL AND

ect-based learning approaches, and fos-

community engagement and engag-

proving their analytical, critical

SCIENTIFIC LITERACY

Mathematics

tered the development of contemporary

ing in open-door practices.

thinking, and problem-solving

Citizen science projects, especial-

STEAM (Science, Technology, Engineering,

skills. This practical approach to

ly those focused on environmental

the Arts and Mathematics) education by

Many members of the community

learning makes science acces-

monitoring and conservation, enhance

adding the joys of creating, tinkering with build affordable DIY tools, such as

sible and engaging, potentially

participants’ environmental and sci-

and exploring the world through a hands-on

microscopes, for exploring biology,

sparking a lifelong interest in

entific literacy. Young individuals learn

and collaborative approach.

and share open-source knowledge

scientific exploration and dis-

about the complexities of ecosystems,

with the community. Usually expen-

covery.

the importance of biodiversity, and the

‘Maker Faire’ events are worth mentioning

sive tools therefore become more

impacts of human activities on the en-

here. These are maker innovation, creation

affordable to the public, providing

B. EMPOWERMENT AND

vironment. This knowledge is crucial

and practice fairs which, through the inter-everyone (not just the privileged few)

OWNERSHIP

for developing informed active citi-

active public engagement of makers, con-

with the opportunity to learn.

Involving young people in citi-

zens who can make responsible de-

tribute to the development of STEAM at lo-

zen science projects empowers

cisions and advocate for sustainable

cal and international levels.

them by giving them a sense of

practices.

14

15

1.3

1

E. CAREER EXPLORATION

Such engagement can be particularly

For many young people, participation

validating for those who feel isolated

in citizen science projects provides a

due to their unique interests, embed-

Possibilities –

window into the world of scientific re-

ding their efforts within a global con-

search and various STEM careers. It al-

text of scientific inquiry.

lows them to explore their interests and

passions within these fields, potential-

Furthermore, participating in citizen

The example of Hedy Lamarr





INTRODUCTION


ly guiding their educational and career

science helps these young individu-

paths. Experiences gained through cit-

als to develop crucial social skills and

izen science can enrich their resumes

emotional intelligence through collab-

and college applications, setting the

orative work with peers, mentors, and

foundation for future opportunities in

professionals. This not only aids their

STEM.

personal development but also helps

them find a sense of belonging within

F. INCLUSION

a community of like-minded individu-

We can find amazing exam- a pioneering inventor. Despite lacking for-One important thing we noticed on

als. Leadership roles in these projects

ples of citizen science and engi-

mal scientific training, she possessed an

the way is as well how citizens science

can foster self-confidence and resil-

neering from inspiring individuals.

innate aptitude for understanding complex

as a methodology can be very inclu-

ience, encouraging them to pursue

They range from globally renowned

concepts, and a relentless drive to push the sive element. We tend to talk in youth

STEM careers where their talents can

figures such as Leonardo da Vinci

boundaries of what was possible.

work about the inclusion when we talk

be further nurtured.

(1452–1519), with his experiments

about vulnerable groups, growing up in

and discoveries in anatomy and en-

Lamarr’s most renowned innovation came

hard situation or facing different abili-

The customizable nature of citizen sci-

gineering, to more contemporary

during World War II when she, along with

ties. Inclusion in citizen science extends

ence allows for personalized learning

examples such as Rita Levi-Montal-

composer George Antheil (1900–1959), de-

beyond supporting vulnerable groups

experiences, catering to the specific

cini (1909–2012), who won a No-

vised a groundbreaking frequency-hopping

to encompass young individuals with

interests and capabilities of each par-

bel Prize for her discovery of nerve

spread spectrum technology by combining

exceptional intellectual curiosity, who

ticipant. This ensures that learning re-

growth factor (NGF), which was

mathematics, radio technology engineer-

might feel misplaced in traditional ed-

mains relevant and engaging, encour-

based on the experiments she car-

ing and concepts found in the mechanisms

ucational settings. These young people

aging continuous intellectual growth.

ried out in an improvised bedroom

of musical instruments (specifically, the pi-possess a deep thirst for knowledge and

neurobiology lab in Turin at the

ano). This invention, initially intended to aid engagement, often seeking challenges

Incorporating citizen science into

height of World War II.

the war effort by creating secure torpedo

and opportunities for exploration that

youth work is not just about engaging

guidance systems whose signal could not

go beyond what standard curriculums

young people in scientific research; it’s

But perhaps the most illustrative

be cracked and scrambled, laid the ground-

offer. They are often excluded from their

about preparing them for the future. It

example comes from the unlikely

work for modern wireless communication

peers due to the need for more expla-

offers them the tools, knowledge, and

citizen scientist and engineer Hedy

technologies, including Bluetooth and winations, deeper research and curiosity,

experiences needed to navigate and

Lamarr* (1914–2000), a Hollywood

fi. Yes, you read that right: wi-fi, the thing which is as well putting them in the ex-contribute to a rapidly changing world.

Golden Age beauty who spent her

that enables all our gadgets to access the

cluding position as it’s hard for them to

By fostering a generation that values

spare time between shooting movie

internet today. Lamarr’s brilliance not only find the company. Citizen science pro-science, collaboration, and communi-

scenes doing experiments and tin-

revolutionised military tactics, but also

vides an invaluable platform for these

ty, we equip them with the ability to

kering with science and engineering

paved the way for countless technological

individuals, allowing them to apply their

face global challenges with innova-

in an improvised lab in her on-set

advancements that continue to shape our

talents to genuine scientific research

tion, resilience, and hope.

trailer.

interconnected world in the twenty-first

and innovation.

The natural, innate way of doing sci-

century.

ence and engineering is deeply em-

Hedy Lamarr’s story is testament to

Incorporating citizen

bedded in all of us, as that core meth-

the transformative potential of curi-

It is important to point out that inventions science into youth

od of experimentation: trial and error.

osity and ingenuity, and the poten-

in the field of radio communications tech-

work is not just about

tial an individual can achieve through

nology were not her only playground. She

engaging young people

self-learning. Born Hedwig Eva Ma-

experimented with bionics, which is the

in scientific research;

ria Kiesler in Vienna, she demon-

construction of artificial systems inspired it’s about preparing

strated an insatiable thirst for

by living organisms – specifically, translat-them for the future.

knowledge from a very young age.

ing the aerodynamic body shape of fish and

Her early experiments with disman-

birds to aircraft design – and with chem-

Intellectually curious young people bene-

tling and reassembling household

istry, patenting an innovative approach to

fit from the stimulation that citizen science gadgets foreshadowed her future as

making concentrated soft drinks.

projects offer, engaging deeply with complex topics that satisfy their need for discovery.

These projects connect their advanced abil-

* To honour this remarkable individual, we invite you to do some self-exploration on your own. Use the wi-fi that ities to tangible societal challenges, giving Hedy gave us and do a bit of internet research on her inventions and motivations, as well as on the remarkable them a sense of purpose and contribution.

works of Rita Levi-Montalcini and Leonardo da Vinci. We are sure you’ll find some personal motivation there.

16

17





1

Central to Lamarr’s success was her un-Moreover, Hedy Lamarr’s journey un-

In embracing the spirit of do-it-your-

wavering belief in the power of hands-on

derscores the importance of ampli-

self exploration championed by Hedy

experimentation and the value of learning

fying the voices and contributions of

Lamarr, we are encouraged to em-

through trial and error. She was unafraid

women in science. She persevered in

brace our innate curiosity, to ques-

to dive into unfamiliar domains through

the face of systemic barriers and so-

tion the status quo, and to pursue

self-learning, often teaching herself new

cietal expectations (on what a Holly-

our passions with unwavering deter-

skills and disciplines along the way. Her

wood actress should and should not

mination. Her story challenges us to





INTRODUCTION


story serves as a reminder that innovation

do, for example), and managed to

push beyond the boundaries of what

knows no bounds and that anyone, regard-

leave an indelible mark on the history

is known, to boldly venture into un-

less of background or formal training, can

of technology. Her legacy serves as a

charted territories, and to harness

contribute to scientific progress through

beacon of inspiration for aspiring fe-

the power of innovation to shape a

sheer determination and a willingness to

male scientists, reminding them that

brighter future for the generations to

take risks.

their ideas and insights are invaluable

come.

assets to the scientific community.



Leonardo da Vinci

Rita Levi-Montalcini

Hedy Lamarr

18

19





2

2.1

2

DIY tinkering

DIY tinkering spaces/

s p a c e s /

h o u s e h o l d

household laboratories

Workspace

laboratories

Every invention requires a place

Since we are all unique, with dif- So before constructing your creative corner, of birth. In citizen science, these

ferent interests and desires, it is not

put it on paper first. List what you think you easy to describe an average tinker-will need, sketch the layout, think about safe-are often household laborato-

ing workspace or household lab. De-

ty and be sure to know the limits. Start small ries or ‘DIY tinkering spaces’.

pending on your interests and needs,

and let it develop gradually. For example, if Depending on what you are in-you can customise it to best fit your

you’re into biology, a basic microscope will current field of study. If you decide to be more than enough to kick start your citi-terested in and what resourc-

explore the realm of chemistry, it will

zen science research; if electronics are your es you have at home, these

have to be customised to ensure that

thing, a cheap multimeter, a soldering iron, a spaces can come in a variety of

you can work safely with chemicals,

few screwdrivers and some old electronics to with easy-to-clean surfaces that do

disassemble will set you on your way.

forms. The trend among citizen

not absorb liquids. Be sure to put it in scientists in the US is to turn

a nicely ventilated space as well (next

Start small and let it

garage spaces into tinkering

to the window is fine). The same goes

develop gradually.

for biology, as things can get smelly.

spaces and DIY laboratories,

If you are looking to experiment with

while in people Europe seem

Here’s a lovely example of a DIY chemistry

modern engineering, such as 3D

lab from 1960. Various designs can be found to be keen on using kitchens

printing, it might be better to work in

online – just find one for the domain you’re for biological experimentation.

a room other than the bedroom – the

interested in.

hum of 3D printing can become an-

But sometimes, a small corner

noying after a while. The possibilities

in any room is more than suf-

are vast and endless.

ficient. The first lab of Gjino –

one of the authors of this book

was exactly like this: an old,

unused wooden cabinet repur-

posed into a bedroom work-

bench and storage space for all

my improvised research tools

and materials. So if you decide

to go a bit more seriously into

citizen science, we invite you

to be creative with your cre-

Regular chemistry lab (left)

ative corner – customise it to

vs. a small, improvised DIY

your needs and desires. A DIY

chemistry lab (right)

tinkering space or household

(Illustration from The Golden

laboratory is your gateway to

Book of Chemistry Experiments,

a world of endless innovation

1960)

and boundless curiosity.

21





2.2

2.3

2

DIY tinkering

s p a c e s /

h o u s e h o l d

Safety

Basic equipment

laboratories

Ensuring personal protection and safe- have all electric appliances in your DIY

Embarking on a DIY science jour- Keeping a laboratory log is common practice in ty in a workspace is paramount in any

lab or on your workbench connected

ney, whether in biology, chemistry or

all good labs. It is essentially a simple book in scientific endeavour, particularly in en-to a central switch that you can easily

electronics, requires a solid founda-

which you enter your notes, and is the most vironments where DIY experimentation

turn off in case of emergency, and to

tion of basic equipment to facilitate

essential piece of material in your thinking It is better to be too careful than

with biological, chemical and electrical have a small fire extinguisher to hand

experimentation and innovation.

space. Making good research notes is the best materials is to take place. Before embark-nearby. You should also have a small

way to self-learn science and engineering.

not careful enough.

ing on any project, it’s crucial you wear the basic medical kit containing plasters,

At the heart of any DIY laboratory is

appropriate gear: safety goggles to shield bandages, etc. Even the most careful

a versatile workbench – a sanctuary

the eyes from chemical splashes and fly-

professionals can injure themselves.

where ideas take shape and discover-

ing debris, lab coats or aprons to protect ies unfold. Here, an array of essential

against spills and splatters, and gloves to The general rule is to always play it

tools and instruments stand ready to

2.3.1 Wet lab equipment

protect the hands from hazardous sub-

safe. It is better to be too careful than

assist in the pursuit of knowledge and

stances (although beginners should avoid not careful enough.

creativity.

(biology and chemistry)

those, generally speaking).



By integrating personal protection and

As we have already pointed out, the

It is essential that you adhere to strict safety safety practices into every aspect of

tools and materials you require differ

The tools most usually encountered in

protocols and warning signs. Chemicals must their work, DIY scientists not only pro-greatly depending on your needs and

biology and/or chemistry labs are:

be clearly labelled and properly stored. When tect themselves, but also create a cul-interests. It would be impossible to list

working with electricity, it is imperative that ture of safety that benefits the entire

them all, so we will mention just a few

⊕ a microscope and related consumables

you use insulated tools and equipment, and

community. Again, do your research

of the most common ones. We will

(glass slides) for studying the smallest

deploy proper wiring techniques, to prevent on safety before carrying out any ex-also give you pointers to some tutori-

objects

electrical shocks and fires. It is best practice to periments.

als on how to make your own.

⊕ (today there are many affordable ones,

both digital and classic optical)

⊕ a magnifying glass (for studying the surfaces of large objects)

⊕ tweezers, scissors, scalpel and a chop-

ping board for preparing samples for

study

⊕ a wide variety of containers, such as

glass jars for collecting your samples

and objects of study (you will use these

things very often)

⊕ a hotplate for cooking and heating

Affordable commercial microscope/

⊕ volumetric glassware (glass cylinders,

digital magnifier (left) and DIY water

pipettes, droppers, etc.)

drop microscope projector (right)

⊕ glass containers (jars, etc.) that can be sterilised

22

23





2

If you decide to pursue research in microbi-RECOMMENDATIONS

juice, sodium bicarbonate and baking

nuclei and cytoplasm, and malachite green

ology, you will also need:

If you’re starting out with DIY chem-

powder, for example. Polar solvents

(for colouring endospores, pollen and fungi) istry, we would recommend the clas-are easy to get hold of (water, alcohol),

can both be found in pet shops as anti-fungal

⊕ a DIY Bunsen burner (e.g. a portable gas sic Golden Book of Chemistry Exper-while Zippo fluid, easily available from

agents for aquariums.

DIY tinkering

camping cooker) for sterilising tools and

imentation (1960) by Robert Brent,

your local corner shop, makes a good

s p a c e s /

making sterile microenvironments for

which is available from the Internet

non-polar solvent for DIY chemistry

Next to acids, bases, solvents and stains, the h o u s e h o l d

microbiology experimentation

Archive (https://archive.org).

experiments.

most common tools in biology and chemistry

laboratories

labs are those used to measure pH. We can

⊕ sterilisation equipment for liquids and

For DIY biology and biotechnology,

In biology, dyes and stains are often

measure pH value (how acidic/basic a sub-tools: a pressure cooker (DIY autoclave)

you could try the online Hackteria

used to colour and analyse samples.

stance is) with digital or chemical pH meters.

for sterilising liquids and metal and

wiki at https://hackteria.org/wiki/Ge-

You can also find those easily find on

But one of the best and most fun to play with glass tools, or a microwave oven (for

neric_Lab_Equipment (where you’ll

the retail market: methylene blue, for

is a pH meter you can make yourself, from

sterilising liquids) + a regular oven (for

find amazing tutorials on how to

example, which is used to colour cell

cabbage juice. So here’s the recipe.

sterilising metal and glass tools)

make your own microscope cheaply

from an old webcam, for example).

For those who decide to go deeper into the

Tutorial:

field of serious biotechnology at some point, MATERIALS

DIY cabbage juice pH meter

there are affordable educational tools such Materials for DIY biology and chemistry

as PCR kits (e.g. PocketPCR by GaudiLabsor

experimentation are all around us. We

YOU WILL NEED

or PCR by OpenPCR), and even DNA/RNA

invite you to be creative and explore.

⊕ Red cabbage

sequencers (Oxford Nanopore), that can be

Read the labels on products in grocery

⊕ Blender or food processor

used to explore the mysteries of the biolog-stores, as you’ll be able to find most of

⊕ Strainer or cheesecloth

ical world.

the materials and reagents there.

⊕ Clear glass or plastic container

⊕ Distilled water

Again, it is not easy to list everything, so Weak acids and bases/alkalis are

⊕ Something acidic and basic to test it with we encourage you to do your own research.

among the reagents most common-

(e.g. drop of lemon juice as acid, a drop of soap as base) Explore the literature to find out what will ly used in biology and chemistry labs,

meet your needs.

and can be found in vinegar, lemon

Step 1:

Chop the red cabbage into small pieces and place them in the blender or food processor.

Add enough distilled water to cover the cabbage pieces and blend until smooth.

Step 2:

Strain the cabbage mixture through a strainer or cheesecloth to remove any solids, leaving the purple cabbage juice behind.

Step 3:

Pour the cabbage juice into a clear glass or plastic container.

Note the colour.

Step 4:

Place a teaspoon of cabbage juice in a glass, add a drop of lemon juice and stir.

Notice the change in colour.

Step 5:

Place a tablespoon of cabbage juice in a glass, add a drop of liquid soap and stir.

Notice the change in colour.

DIY cabbage juice pH meter.

24

25





2

2.3.2 Electrical and

There are so many good, detailed DIY

Connect your M5Stick or other M5Stack device to your computer with a suitable USB type electronic equipment

electronics tutorials out there that it

C cable and follow the following instructions to connect it to your computer and the coding would be rather redundant for us to

program, UI Flow: https://docs.m5stack.com/en/quick_start/m5stickc_plus/uiflow provide you with one as well. But to get

DIY tinkering

you started, we would recommend the

On the bottom left corner of the UI Flow window on your computer, check that the s p a c e s /

In the field of electronics, soldering book “Make: Electronics” by Charles M5stick is properly connected to the M5Stick!

h o u s e h o l d

irons, multimeters and breadboards are

Platt and the Instructables website

laboratories

essential. These enable circuits to be

(https://www.instructables.com/).



studied, assembled and tested with pre-

cision and accuracy. People who exper-

As an interesting study example, we

Step 1: Adding the environment sensor

iment with digital electronics often also give you one tutorial in electronics on

First physically:

use DIY experimental microcontrollers

how to make your own DIY Arduino/

⊕ Connect your environment sensor to the bottom of the M5stick with a Grove cable; (such as Arduino, Raspberry PI, ESP, Mi-ESP-powered environmental data

this sensor will serve as an input in our project.

croBit, etc.).

collector.

Secondly digitally:

⊕ Add the sensor in our program by clicking on Units (1) en then on the + symbol (2).

⊕ Select the environment sensor in the list of sensors (you can find the exact sensor name on the back of the sensor).

⊕ Click on ‘OK’ to finalize adding the sensor.

Step 2: Visualizing the data of the sensor

⊕ Add a label from the left-hand side by clicking and dragging it onto the virtual screen of the M5stick.



Arduino Uno-compatible

microcontroller

(controlling LED lights)

⊕ You’ll see some options to edit your label Tutorial:

appear on the right. (if not, click the label) Environmental data visualizer with M5Stick

⊕ You can duplicate the label by double

clicking on it. Do this 3 times.

How can we know at a glance if our houseplants are enjoying themselves well? We make

⊕ Make a grid of 4 labels as seen on the picture.

things easier for ourselves by programming a circuit with an environmental sensor and screen. That way we communicate with our plants via a screen and meet all our plant’s needs.

In this tutorial we’ll show you how to capture and visualize data coming from an environment sensor on a microcomputer called an M5stick Plus. We’ll also use a cable to connect it to a computer that uses UI Flow to code our M5stick and the sensor. For this, we use the following input-output circuit:

⊕ Change the text of the labels on the right so they say “C (Temperature)” &

“% (Humidity)”. These labels will not change as they are only here to express the units of the data.

⊕ You can drag codeblocks from different categories to the empty field on the right.

Find the following codeblocks in the corresponding categories: Event - Units - Math - UI > Label

26

27





2

⊕

⊕ Duplicate the following block twice:

⊕

DIY tinkering

⊕ Place the Loop-block under Setup

⊕ Duplicate this block once:

s p a c e s /

⊕ Place the rest of the blocks in the following structure: h o u s e h o l d

laboratories

⊕ Now that you have all the necessary codeblocks rearrange them to achieve the following result:

Watch out! make sure the label names in your code blocks match your left labels.

Step 3: Testing the sensor

⊕ Press the play button in the top right corner (newer versions of the program have a Run button in the bottom right)





Old version

New version

⊕ You can blow on your sensor to see if the data changes on the screen of your M5Stick.

Step 6: Running your code on the machine

⊕ Test your code again by pressing the Play/Run button How do we turn our M5Stick into a creative representation of our little plant? Using the

⊕ Blow on your sensor to see if your smiley changes on the screen of the M5Stick.

screen, we give our plant a face to express itself; code animations using the steps below: Congratulations you have now successfully coded an environment sensor!

Step 4: Adding a face

⊕ Add 2 more labels and rotate them 90°

See if you can add more components to your code such as:

⊕ Place them below each other and replace the text of the top label in “:” and of the

- Try and store the data of the sensor

lower label in “)”.

- Make an InternetofThings application that shows the data online so that you can check

⊕ Lastly change the font size to 72

your plants conditions anywhere.

You should have something that resembles this: You can find a lot of documentation and code examples for all the different sensors that are available through the M5 website (https://docs.m5stack.com/en/uiflow/uiflow_home_

page).

Step 5: Adding more codeblocks



⊕ Find the following codeblocks in the corresponding categories: Math - Logic

28

29





3

3.1

3

Open Environments,

Explore

Natural Systems and

E X P L O R E

the Cybernetic Approach

Most of the world around and By contrast, closed systems (such as en-within us can be seen as an open

gineered closed environments) provide a

system – the human body, a specif-

controlled environment in which internal

ic organ, a single cell, a tree, a for-

processes unfold without external inter-

est, a lake, the sea or planet Earth

ference. This controlled setting allows for itself. In the realm of open systems,

precise experimentation and analysis, en-

objects continuously interact with

abling scientists to isolate variables and

their environment, exchanging en-

study fundamental principles in depth.

ergy, materials and information.

Closed systems offer valuable insights

In living systems, this dynamic ex-

into the underlying mechanisms of com-

change often fosters adaptation

plex phenomena, from chemical reactions

and evolution, as systems respond

in a sealed chamber to the workings of a

to external stimuli to maintain sta-

closed-loop feedback system in engineer-

bility and functionality. Whether

ing.

it’s the intricate web of ecosystems



balancing nutrients and energy flow

A cutting-edge example of a closed sys-

or the complex network of social in-

tem would be the Large Hadron Collider teractions shaping human societies,

(LHC) built by CERN for subatomic particle open systems highlight the inter-research, or the bioreactor, which is an es-connectedness of all things.

sential instrument in biotechnology and is a A human body, a tree and

planet Earth

31



3.2

3

Agitation system

DIY Case Study –

Feeding pump

Exploring an Open

E X P L O R E

System monitor

Medium

Sensors probes

Environment of your Choice

Air

Here we invite you on a small ment, and any legal or logistical restrictions journey of exploration. We would

that may apply.

like you to choose an open system,

Reactor tank

Thermal jacket

study it carefully and examine its

CONSIDER RELEVANCE AND IMPACT

intricate interconnections with the

Reflect on the relevance and potential im-

environment.

pact of studying each object. Choose an ob-

ject that not only aligns with your interests, but also contributes to broader scientific

knowledge, conservation efforts or personal growth. Selecting an object with ecological Basic schematic of a

significance or educational value can enhance Submerged aerator

common bioreactor

Effluent

3.2.1 Object

the relevance and impact of your study.

(by Yassine Mrabet

CC BY-SA 3.0 2009)

FIELD RECONNAISSANCE

IDENTIFY YOUR INTERESTS

Conduct field reconnaissance visits to po-Consider your interests, passions and

tential study sites to assess their suitability goals for the study. Are you intrigued

first hand. Observe the object’s condition, by plant biology, fascinated by aquat-surrounding environment, accessibility, and vessel containing finely controlled environ-homeostasis, communication and

ic ecosystems or smitten with hor-

any potential challenges or opportunities for mental factors (temperature, pH, gas con-control that underpin the functioning

ticulture? Identifying your interests

study. Take notes, photographs and prelim-

centrations, etc.) used for cultivating single of complex systems, for example in

will help you select an object of study

inary data to inform your decision-making

cells and tissues in vitro, and for the produc-the regulation of body temperature

that aligns with your curiosity and

process.

tion of biological compounds, living cells and in living organisms and the design of

objectives.

derivatives.

autonomous robots,

SELECT YOUR OBJECT OF CHOICE

RESEARCH POTENTIAL OBJECTS

Based on your research, assessment and By studying the interplay

By studying the interplay between

Conduct preliminary research on the

field reconnaissance, make an informed deci-between objects and

objects and their environments, as

various objects that you’re consider-

sion on which object to study. Choose an ob-their environments, as

well as the principles of cybernetics,

ing studying. Learn about their char-

ject that excites and inspires you, aligns with well as the principles

scientists gain a deeper understand-

acteristics, ecological roles, habitats

your interests and goals, and offers practical of cybernetics,

ing of the fundamental dynamics

and significance within the broader

opportunities for observation, data collection scientists gain a deeper

that govern the world around us. This

environment. Explore the diversity of

and analysis.

understanding of the

interdisciplinary approach not only

options available, from individual or-

fundamental dynamics

sheds light on the intricacies of nat-

ganisms such as trees and plants to

Choose an object within an open environ-that govern the world

ural systems, but also informs the

entire ecosystems such as gardens,

ment that intrigues you. It could be a species around us.

design of more efficient technologies

ponds or forests.

of plant or animal, a geological formation, a and the development of strategies

body of water, or any other component of the As the science of communication and confor sustainable living in an intercon-

ASSESS ACCESSIBILITY AND

ecosystem.

trol in systems, cybernetics bridges the gap nected world.

FEASIBILITY

between open and closed systems. It ex-

Evaluate the accessibility and fea-

GIVE THE OBJECT A NAME

plores how feedback loops and regulatory

sibility of studying each potential

This might seem silly, but giving your object mechanisms enable systems to maintain

object. Consider factors such as

a name makes it more likely that you will

stability and achieve goals in both natural proximity to your location, ease of

connect more closely with it and have more

and artificial contexts. It provides a frame-observation and data collection,

motivation to explore. So we encourage you

work for understanding the processes of

availability of resources and equip-

to do so.

32

33



3

Use scientific principles and analyt-

3.2.2 Environment

ical tools to interpret your findings

and draw meaningful conclusions.

3.2.2.1 Introduction

DOCUMENTATION

Compile your notes, observations,

The natural environment includes our plan-

data and analyses into a comprehen-

et’s living and non-living components – the E X P L O R E

sive case study report of around two

land, water and all living things. It includes or three pages. Organise your findings

everything from the highest mountains to

in a logical manner: an introduction

the deepest oceans, from the tiniest micro-

followed by sections on background

organisms to the mightiest predators. This

information, methods, results, discus-

environment is always changing and full of

sion and conclusions. Use clear and

life. It’s not like a still picture, but more like concise language, supported by visual

a lively, moving scene that supports many

aids such as charts, graphs and maps,

different forms of life.

to present your findings effectively.

COMPONENTS OF THE NATURAL

PEER REVIEW

ENVIRONMENT

Introduce peers to your case study

The natural environment isn’t merely a col-

and seek their feedback. Construc-

lection of separate elements. Its main com-

tive criticism is a great tool for learn-

ponents interact with each other, shaping

ing. Incorporate their suggestions to

the kind of ecosystem that develops and

A bush and a lake

improve the clarity, accuracy and

impacts the lives of its inhabitants. It’s like rigour of your analysis in this case

a well-coordinated team, where each part

study and in your future work.

plays a crucial role in supporting life. For example, plants release oxygen through

By following these steps, you can

photosynthesis, supporting animals, while

PLAN YOUR STUDY APPROACH

ing research or conservation efforts

create a comprehensive case study

animals produce carbon dioxide, which is

Develop a study plan outlining your re-

related to it. Map your findings in a

exploration of an open environment

essential for the growth of plants. This in-search objectives, methodologies, time-

notebook.

object of choice, enriching your un-

terdependence stretches across all levels of lines and the resources needed. Consider derstanding of its ecological signif-the ecosystem.

the specific research questions you aim to

FIELD OBSERVATION

icance and contributing to scientific

address, the methods you’ll use for data

Visit the location at which your ob-

knowledge and conservation efforts.

collection and analysis, and any permits

ject exists in its natural environ-

or permissions required for conducting re-

ment. Spend time observing and

search at the chosen location.

documenting its behaviour, physical

attributes and interactions with its

RESEARCH – BEGIN YOUR STUDY

surroundings. Take detailed notes,

Once you’ve selected your object of choice

photographs and videos to capture

and planned your study approach, begin

your observations accurately.

your investigation with dedication. Im-

plement your research plan, collect data,

DATA COLLECTION

Landforms and Terrain

BODIES OF WATER

analyse findings and draw conclusions

Collect quantitative and qualitative

that contribute to your understanding of

data relevant to your case study.

the object and its broader ecological con-

This may include measurements

text. Make sure you use your research log/

of environmental variables such as

diary – a notebook in which you can en-

temperature, humidity and pH lev-

ter all measurable data, notes, ideas and

els, as well as behavioural observa-

NATURAL

thoughts.

tions, population counts and habi-

SOIL

ENVIRONMENT

VEGETATION

tat assessments. Use the tools you

Conduct comprehensive research on your

have at your disposal.

chosen object. Gather additional informa-

tion from reputable sources such as sci-

ANALYSIS

entific journals, textbooks and academic

Analyse the data you’ve collect-

publications. Learn about the object’s char-ed to identify patterns, trends and

acteristics, habitat, ecological role, interac-correlations. Consider how environ-

CLIMATE

WILDLIFE

tions with other organisms, environmental

mental factors influence the object’s

factors affecting its survival, and any ongo-behaviour, distribution and survival.

34

35

3

VARIABLES FOR MEASUREMENT

3.2.2.2 Guided

AND STUDY

I. BIODIVERSITY

observational study

To understand the natural environment,

Refers to the variety and abun-

questionnaire for

we rely on various variables, which are

dance of living organisms in

“in situ” exploration

specific aspects or characteristics that can a given area. It indicates the

be measured and studied. These variables

health and resilience of an eco-

help us figure out how different parts of

system.

All variables influence each other and create an environment. Study the E X P L O R E

the environment are connected. Here are

patterns of interdependence among the variables. (Depending on the some key variables:

J. VEGETATION COVER

object of observation you have chosen, you might not be able to measure Describes the density and types

all the variables.)

A. TEMPERATURE

of plants in an area. It is crucial

Measures the warmth or coldness of

for understanding habitat quali-

Each variable will be measurable by the DIY tool listed in 2.3 Basic equipment (e.g.

the air, water or soil, and influences

ty and ecosystem services.

temperature and humidity by Arduino/ESP equipped with a DHT11 sensor. The the behaviour and distribution of living

same goes for all observations and experiments.) organisms.

Various variables

1. Measure the variables throughout the day.

help us figure out

B. HUMIDITY

how different parts

Reflects the amount of moisture in the

Variable

8:00

12:00

16:00

20:00

of the environment

air. It affects plant growth, animal be-

are connected.

All variables influence each other

Temperature



haviour and weather patterns.

and create an environment.

Humidity

By measuring and studying these

C. PRECIPITATION

variables, we gain valuable insights

Precipitation



Includes rainfall, snowfall and other

into the complex interactions that

forms of water falling from the atmo-

Wind speed

shape the natural environment. This

sphere. It is crucial for the water cycle

and

direction



helps us make smart and informed

and the sustenance of ecosystems.

choices about taking care of our

Light





planet and using its resources in a

pH

D. WIND SPEED AND DIRECTION

way that keeps ecosystems healthy



Describes the movement of air. It im-

for as long as possible.

2. Draw graphs of the data you have collected, with the x-axis being the time pacts climate, plant pollination and the

of collection and the y-axis being the data. Try to put more than one variable spread of seeds.

on the same graph to make it easier to visualise the interdependence of the variables (e.g. temperature and humidity).

E. LIGHT

This tells us how much sunlight reach-

es an area. It is essential for plants to

grow and for animals to find their way

around. Different plants and animals

need different amounts of light.

F. SOIL COMPOSITION

The composition and quality of soil are

critical for plant growth and serve as a

habitat for many organisms.

G. PH LEVEL

3. What is the relationship between these variables? Have you noticed any Measures the acidity or alkalinity of

rules in their behaviour?

water or soil. It influences the types of

plants and animals that can thrive in a

particular environment.

H. POLLUTION LEVELS

4. Find a flower (daisy, dandelion, etc.). Notice the relationship between the Quantifies the presence of harmful

amount of sunlight and whether the flower is open or closed. Why would the substances in air, water or soil. Mon-flower open and close depending on the amount of available sunlight?

itoring pollution helps protect the

health of ecosystems and human pop-

ulations.

36

37





3

3.2.2.3 Experiment:

Soil pH is also a very important char-

DIY laboratory soil

acteristic. It greatly influences the

YOU WILL NEED

composition experiments

availability of nutrients to plants – for

⊕ Soil samples

instance, acidic soils may have limit-

⊕ Water

Soil, often overlooked but crucial to life on ed access to essential nutrients like

⊕ Glass jar or measuring cylinder

Earth, is a dynamic and complex mixture of

calcium and magnesium, while alka-

⊕ Cabbage juice

mineral particles, organic matter, water and line soils may lock up iron and other

⊕ Dropper

E X P L O R E

air. It serves as the foundation for terrestrial micronutrients. Understanding and

⊕ Microscope

ecosystems, supporting plant growth and

managing soil pH is therefore crucial

⊕ Ruler

providing habitats for a myriad of organ-

for optimising the health of crops and

isms. Soil also plays a pivotal role in nutrient plants because it directly affects their

Part 1: Determining soil type and composition cycling, water filtration and carbon storage.

ability to take up vital nutrients from

Its properties vary widely across different the soil. Soils with a pH below 7 are

Step 1: Prepare the soil-water solution

regions and climates, influencing agricultur-classed as acidic and those above 7

Mix a sample of soil with water in the jar and shake well to create a suspension. Transfer al productivity, land use and even cultural as alkaline.

the mixture into a measuring cylinder, if you have one; otherwise, you can use a DIY alter-practices. Soil health and conservation are native, such as a thinner jar or a cylindrical glass, and use a standard ruler for measurement.

vital for sustainable agriculture and biodiThe last component of soil is bio-

versity, and for mitigating the impacts of

logical. Soil is a bustling ecosystem

Step 2: Let it settle

climate change. This makes it a precious and teeming with a myriad of organisms,

Allow the mixture to sit undisturbed for a while (about 48 hours, or until the water be-often undervalued natural resource.

from microscopic bacteria and fungi

comes completely transparent again). Over time, the different particles in the soil will to larger creatures like earthworms

settle into layers. The first settled layer will be sand and the next one will be silt. The third One of the most important characteristics and insects. These soil organisms

layer (clay) will take the longest to settle.

of soil is texture. Soil texture refers to the play essential roles in nutrient cycling,

relative proportions of sand, silt and clay decomposition and the overall health

Step 3: Observe mineral and organic separation particles in a soil sample. These particles de-of the soil. They break down organic

Note that the settled layers primarily consist of mineral components, while the organic termine the physical properties of the soil, matter (which releases nutrients for

matter tends to float on top or remain suspended.

including its ability to retain water and nutri-plants), improve soil structure and

ents, its aeration and its workability for plant help control pests. Their contribution

roots. Sandy soils have larger, coarser par-to the productivity and sustainability

ticles, allowing for good drainage but often of terrestrial ecosystems is therefore

requiring frequent irrigation and fertilisation.

indispensable.

Silt soils have intermediate-sized particles, offering better water retention and fertility.

In this experiment, we will deter-

Clay soils, with the smallest particles, retain mine the main characteristics of soil

water exceptionally well, but can become

through three smaller experiments to

compacted and poorly aerated. Understand-

determine soil type and composition,

ing soil texture is essential for successful ag-test the pH of the soil and carry out

riculture and gardening, as it influences plant microscopic observation.

selection and the need for soil amendments

to optimise growth conditions.

Water-soil solution in a jar.

Step 4: Measure and calculate

Use a ruler to measure the volume of each layer in the jar. If you are using a volumetric cylinder, carefully measure the volume of each layer (sand, silt, clay). Record these volumes.

Step 5: Calculate percentages

Using the recorded volumes, calculate the percentage of each type of soil in the mixture.





VOLUME OF THE COMPONENT LAYER




TOTAL VOLUME

X 100 =

( )

PERCENTAGE OF THE

SOIL COMPONENT (%)

Soil samples.

Step 6: Use the soil composition triangle

Refer to a soil composition triangle to determine the soil type based on the percentages of sand, silt and clay.

38

39





3

Step 2: Observe under the microscope

100

Examine the soil particles under the microscope. Note their shapes, sizes and structures.

Try to use different magnification levels. Is everything inorganic and still, or are there live 90

10

organisms ‘running around’?

80

20

percent silt

70

30

1. How much time did it take for your sample to settle down?

clay

E X P L O R E

40

60

50

percent clay

50

silty

60

clay

40

sandy

clay

70

30

clay loam

silty clay loam

sandy clay loam

80

2. Using soil composition analysis, determine your soil type.

20

loam

90

loamy sand

10

sandy loam

silty loam

100

silt

sand

100

90

80

70

60

50

40

30

20

10

The soil composition triangle

percent sand

3. What is the soil pH of your sample? What does that mean for organisms living in and on it?





Part 2: Testing soil pH


Step 1: Create a cabbage juice indicator

See Chapter 2.3.1.

Step 2: Apply cabbage juice

Place a small amount of soil in a dish and add some drops of cabbage juice. Observe any 4. Observe the soil sample under the microscope and draw the different colour change. Pink to red indicates acidity, purple is neutral, while blue and green to inorganic particles that make up your soil sample. Try to identify whether yellow indicates alkalinity.

they are sand, silt or clay.



1 2 3 4 5 6 7 8 9 10 11 12

5. Is there any dead organic matter? If so, draw it and try to identify it.

strong acid

neutral

strong alkali

The red cabbage juice pH scale

acidic

alkaline





Part 3: Microscopic observation


6. Are there any living organisms in your sample? If so, draw them and try to This experiment requires a microscope with a minimum magnification of 40x, which identify them.

means any microscope will suffice: a child’s toy microscope, a professional microscope or a DIY microscope assembled from an old webcam or laser pointer (instructions can easily be found online from places such as https://hackteria.org/wiki/DIY_microscopy).

Step 1: Preparation

Take a tiny amount of soil and place it on a microscope slide. Add a drop of water and cover with a coverslip.

40

41





3

3.2.2.4 Experiment:

DIY laboratory water

3. Are there organisms actively swimming around? If so, sketch them and try analysis

to identify them.

YOU WILL NEED

⊕ Water samples

⊕ Small dishes or containers

E X P L O R E

⊕ Dropper or pipette

⊕ Microscope

4. Are there any sedimentary (immobile) organisms? Sketch them and try to

⊕ Microscope slides and coverslips

identify them.

⊕ Water pH test strips (optional)

Part 1: Testing pH level with cabbage juice Step 1: Collect water samples

It would be best to test several water samples in parallel. Try to compare outdoor water 5. Can you determine what photosynthetic and heterotrophic organisms are?

samples (from a lake, the sea, a pond, a bird feeder, etc.) with tap water.

(The former eat other organisms and the latter feed on organic particulates.) Are all photosynthetic organisms in your sample sedimentary (like plants) Gather water samples from different sources in separate containers, and mark them (so or do some of them move? Are all the organisms that you see protozoa and as not to mix them up).

algae, or are there other types of living organism present?

Step 2: Apply the cabbage juice indicator

Using a dropper or pipette, add a few drops of cabbage juice indicator to each water sample. Observe any change in colour. Pink to red indicates acidity, purple is neutral, while blue and green to yellow indicates alkalinity. For comparison, you can also use pH test strips (from pet stores for testing aquarium water) to verify the results.

6. Have you noticed any difference between water sources in terms of the number of species and organisms you have found?

Part 2: Microscopic observation of water samples Step 1: Prepare the microscope slide

Using a dropper, place a small drop of water from the sample onto a clean microscope slide.

Step 2: Cover and observe

Gently place a coverslip over the water drop, ensuring there are no air bubbles. Carefully place the slide on the microscope stage and focus on the water sample. Use the microscope to explore the microscopic organisms present in the water sample. Note their shapes, movements and any observable features.

Step 3: Record your findings

Make sketches or take pictures to document your observations.

1. What are the pH levels in your samples? How does that affect the organisms living in the water?

2. Try to take multiple samples from different water sources (pond, river, sea, sink, etc.) and determine their pH. Is there a difference in pH between water sources? Try to determine what is causing these differences.

Animalcules by Henry Baker, 1754

(from Wellcome images,

Wellcome Trust, UK charity

organisation CC BY 4.0)

42

43

3

3.2.3 Interaction

shelter or other resources. These

3.2.3.1. General

interactions can range from mi-

observational

Ec

croscopic parasites like bacteria

questionnaire

ological interactions play a pivotal role to large organisms like ticks and

in shaping ecosystems and maintaining

tapeworms. They often have

Use this questionnaire to record ob-

the delicate balance of life on Earth. These significant impacts on the health

servations of your chosen object

interactions encompass a wide array of re-and behaviour of both parasite

from Chapter 3.2.1.

E X P L O R E

lationships between organisms and their

and host.

environment, resulting in a complex web of dependencies that sustain life as we know

⊕ MUTUALISM is a fascinating

Observe your chosen object through different times of the day/on more it. They can be classified as “intraspecific”

ecological interaction that in-

than one day/through different seasons.

and “interspecific” interactions.

volves two or more species in

a mutually advantageous rela-

1. How much sunlight falls on your observed object? Is there an equal amount Intraspecific interactions involve interactions tionship that boosts their odds

of sunlight everywhere on your object?

between individuals of the same species.

of survival and reproduction. Ex-

These interactions are critical for activities amples include pollination per-like mating, cooperation, competition for re-formed by animals such as bees,

sources within a population and establishing hummingbirds and bats, which

social hierarchies, all of which influence the benefit from nectar while facil-2. Observe plant life on and in your chosen object. Where do they grow? Do population dynamics and behaviours of a

itating plant reproduction, and

they prefer sunny or shady places? Try to identify them.

particular species in its environment.

the vital role animals play in seed

dispersal, either through inges-

Interspecific interactions refer to relation-tion and excretion or the attach-

ships and interactions between different

ment of seeds to fur or feathers.

species in an ecosystem. These interactions These interactions showcase the

3. Observe different animals on and inside your object. Do they live on or in can take various forms, such as predation,

remarkable ways in which or-

the object, or do they only spend some of their time there? What do they do mutualism, competition or commensal-ganisms cooperate in nature to

there (feed, find shelter, etc.)? Try to identify them.

ism, and they play a vital role in shaping the achieve shared goals.

structure and function of ecosystems.

⊕ COMMENSALISM is an eco-

Intraspecific interactions

logical interaction in which one

involve interactions

species benefits while the other

between individuals of

remains unaffected. An example

the same species.

is the relationship between rem-

4. Are there parts of the object that some organisms prefer and some that they ora fish and sharks: the remora

actively avoid? If so, which ones and why?

Interspecific interactions

attaches itself to the shark to

refer to relationships and

hitch a ride, obtaining protection

interactions between

and access to nutrients without

different species in an

harming or benefiting the shark

ecosystem.

in any discernible way.

5. List all the living beings you noticed during your observations.

The most important types of interaction to

⊕ COMPETITION for resources is

understand are:

another key ecological interac-

tion. When two or more species

⊕ PREDATION is a fundamental ecolog-vie for the same limited resourc-

6. Are there parts of the day or season when some organisms are more active ical interaction where one organism,

es (e.g. food, water or shelter),

and some when they are less? Does the weather affect them?

known as the predator, hunts, kills and

they engage in a struggle for sur-

consumes another organism (the prey)

vival. This competition can lead

for sustenance. This interaction plays

to the evolution of specialised

a crucial role in regulating populations,

traits or behaviours that enable

driving evolutionary adaptations and

species to coexist by occupying

7. Try to write anything else that you might have noticed during your maintaining the ecological balance

slightly different niches within

observations.

within ecosystems.

an ecosystem. Competition also

occurs between individuals of

⊕ PARASITISM is a symbiotic relationship the same species.

in which one organism (the parasite)

benefits at the expense of another or-

ganism (the host) by deriving nutrients,

44

45



3

3.2.3.2 Experiment: DIY

⊕ Insects serve as important indi-

In this experiment, we will make a simple DIY honey trap to help us observe the insect honey trap (for insects) and

cators of environmental health.

species in our environment.

observational questionnaire

Changes in their populations or

behaviours can signal environ-

Insects are incredibly diverse and abundant mental disturbances and pol-YOU WILL NEED

members of the animal kingdom, and their

lution, which helps researchers

⊕ Plastic bottle

contributions to ecology are both extensive assess the well-being of ecosys-

⊕ Honey

E X P L O R E

and vital. They play key roles in various eco-tems.

⊕ Scissors

logical processes:

⊕ String or twine



⊕ Insects are a significant dietary

⊕ Small sticks or twigs (optional)

⊕ In the realm of pollination, insects like source for many animals, including

bees, butterflies and beetles are essen-

birds, bats and amphibians, mak-

Step 1: Prepare the bottle

tial for the reproduction of many plant

ing them a critical energy source

Begin by ensuring the plastic bottle is clean and dry. Remove any labels or residue.

species. They facilitate the production

for higher trophic levels in food

of fruits, vegetables and nuts, which

webs.

Step 2: Make the trap

not only sustain numerous species but

Use scissors to carefully cut the bottle in half horizontally, creating two distinct pieces.

also provide essential sources of food



⊕ Some insects, such as termites

You’ll be using the upper half for the trap. Turn the upper half of the bottle upside down for human beings.

and ants, are considered eco-

so that the open end is facing downwards. This will serve as a funnel to guide the insects system engineers due to their

into the trap.

⊕ In the process of decomposition, insects construction of complex un-such as ants, beetles and flies act as

derground tunnels and mound

Step 3: Create a hanging loop (optional)

nature’s recyclers, breaking down dead

structures. These structures alter

If you plan to hang your trap, use the scissors to make two small holes near the top of organic matter. Their efforts accelerate

soil composition and water flow,

the bottle. Thread a piece of string or twine through these holes and tie a knot to create the decomposition process, returning

which impacts local habitats.

a loop.

nutrients to the soil and enhancing soil

fertility.

⊕ Certain insects, such as ants and

Step 4: Apply the honey

beetles, contribute to seed dis-

Generously coat the bottom of the bottle with honey. This will serve as the bait for the

⊕ In addition to their role in decomposi-

persal by transporting seeds to

insects.

tion, insects also function as both pred-

new locations, thereby promot-

ators and prey in various food chains.

ing plant diversity and helping

Step 5: Assemble the trap

They help regulate populations of her-

plants colonise new areas.

Place the honey-coated top back onto the bottom half of the bottle. Ensure the edges bivorous insects and small arthropods,

are aligned properly.

contributing to the overall balance of

⊕ Insects can influence nutrient cy-

ecosystems.

cles, particularly nitrogen. Some

Step 6: Optional perch (for bees)

species can fix atmospheric ni-

If you’re specifically targeting bees, you can insert small sticks or twigs horizontally trogen into forms that plants can

through the bottle. This will provide a perch for the bees to land on.

utilise, thereby contributing to

soil fertility.

Step 7: Hang the trap (optional)

If you’ve created a hanging loop, find a suitable spot to hang your trap. Make sure you In summary, insects play foundation-choose an area of insect activity.

al roles in the ecological processes of

pollination, decomposition and nu-

trient cycling, among others. Their

multifaceted contributions highlight

their significance in maintaining

biodiversity and ecological balance,

emphasising the importance of their

conservation for both ecosystems

and human well-being.

Insect trap

46

47



3

Find a suitable place to place your trap. Position it somewhere where you 3.2.3.3 Experiment:

have noticed a large amount of insect activity, such as flower patches or DIY bird feeder

tree trunks.

Birdwatching is a fascinating and

There are lots of different bird feeders.

If possible, place it somewhere on your chosen object. Observe the peaceful hobby that enables people

Some are like little wooden houses and oth-

insects caught in the trap over a couple of days.

of all ages to enjoy nature. It’s a great

ers are just flat trays on tree branches filled E X P L O R E

way to learn about different birds and

with different kinds of seed. It doesn’t mat-1. What types of insect do you think will be attracted to honey?

help protect them. Creating a simple

ter how big or what kind your feeder is. The bird feeder in your backyard or balco-most important thing is that it contains food ny provides a convenient spot for birds

and is in a good spot where birds can easily to find food, particularly when natural

get to them.

resources are scarce (as in the winter

months). This also allows you to ob-

Here are some easy DIY ideas for bird

serve the fascinating behaviours of

feeders.

2. What insects are you observing and what behavioural patterns do you different bird species from the com-notice?

fort of your back garden or balcony.

YOU WILL NEED

⊕ Apple, orange or pinecone

⊕ Bird seeds

⊕ Honey

3. Once you have caught an insect in a trap, close the opening to observe it

⊕ String or twine

better. Sketch the insect. Try to identify it.

⊕ Scissors

⊕ Small stick or twig (optional)

Step 1: Prepare the fruit or pinecone

Cut an apple or an orange in half horizontally. Scoop out any pulp or seeds from the fruit to create a hollow space for the seeds and honey mixture. If using a pinecone, it’s ready to use as is.

Step 2: Create the seed mixture

4. Set up traps in two different locations, e.g. one near a field and one in a In a bowl, mix the bird seeds with honey. The honey acts as a natural adhesive, helping flower garden. Note down all the different species that have been caught in the seeds stick together and stay in place.

your traps.

Step 3: Fill the fruit or pinecone



Species from Location 1



Species from Location 2

Using a spoon or your fingers, carefully fill the hollowed-out fruit or the spaces between the pinecone scales with the seed mixture. Press gently to ensure the seeds stick.



Step 4: Add a hanging loop (optional)



If you want, create a hanging loop using string or twine. Push the ends through the top of



the fruit or pinecone and tie them securely in a knot.



Step 5: Optional perch (for apple or orange feeders)



If you have a small stick or twig, you can insert it horizontally through the fruit to provide



a perch for visiting birds.



Step 6: Hang your bird feeder

Find a suitable spot to hang your feeder. It should be a place where birds can easily access Bird feeder

5. Is there a difference in biodiversity (number of species) between the two it, like a tree branch or a hook in your garden.

locations? Is there a difference in the number of insects caught? Why?



48

49



3

3.2.3.4. Quest:

Food web mapping

Use all the data and observations

Then draw connecting lines between spe-

documented in this chapter to create

cies that have exhibited interactions, spec-a visual representation of biological

ifying the type of interaction (e.g. predation, interactions in the form of a mind

mutualism, etc.) along these lines.

E X P L O R E

map.

This approach will enable you to visually

Place the names of the observed

comprehend the diverse range of interac-

species (plants, animals, algae, pro-

tions within the ecosystem.

tozoa, etc.) within the clouds.

Bird feeder

Hang your newly crafted bird feeder in a safe and easily visible spot, preferably near a window. If possible, place it somewhere on your chosen object. Use your questionnaire to record your observations.

1. How many different bird species did you see? Can you identify the species?

2. What were they doing? (eating, flying, resting, etc.) 3. Did you notice any interesting behaviours?

4. Were there any other animals around (squirrels, insects, etc.)?

If so, list them.

5. Prepare two different feeders, one with larger seeds and the other one with smaller seeds. What do you observe? Which species preferred the feeder with smaller seeds and which preferred the feeder with larger seeds?

50

51

4

4.1

124

Engineer

Closed Systems,

DIY

E tinkering

N G I N E E

R

s p a c e s /

h o u

(DE sehold

SIGN and

(Design and Create)

Systems Thinking and Design

INTR

lab

C R ODUCTION

ora

E t

A orie

T E s)

Imagine being inside a bubble, a puzzle. Systems thinking emphasises an where everything stays in and noth-understanding of the interconnectedness

ing comes out – that’s a closed sys-

and interdependencies within closed sys-

tem. Closed systems are like little

tems. Changing one piece can affect every-

worlds of their own, where all the

thing else, for example – like how adding too action happens inside, without any

much food to a fish tank can make the water interaction with the outside environ-murky. So when we design closed systems,

ment. Within the context of systems

we must keep everything steady –main-

thinking and design, closed systems

taining equilibrium while also being ready to refer to environments in which in-adapt when things change – and also main-

teractions occur solely within the

tain system stability (homeostasis). It’s like system’s boundaries, without ex-finding the perfect harmony between stabil-

changes with the outside. In closed

ity and flexibility so that our little world can systems, inputs, outputs and pro-keep running smoothly.

cesses are contained within the de-

Designing closed systems involves careful

fined system, fostering a self-con-

consideration of feedback loops, emergent

tained dynamic.

behaviours and maintaining equilibrium.

Effective design requires balancing stability In these systems we need to think

and adaptability to ensure that the system

about how all the different parts

can function efficiently and evolve over time work together, just like the pieces of

within its closed environment.

4.2

DIY microcosmos

The easiest way to learn about can even go smaller into the world systems thinking and design is to

of microbes. Here we give you some

start small. You can make a fish

interesting and fun examples to play

aquarium your case study example

with: a Winogradsky column and mi-

(of a semi-closed system), or you

crobial fuel cells.

53



124

4.2.1 Guided tutorial:

Winogradsky columns are versatile

to observe ecological processes

⊕ ARTISTIC AND OUTREACH

tools with several key applications:

and better grasp microbiology

Their colourful, dynamic ecosystems

Making a Winogradsky

and ecosystem dynamics.

make Winogradsky columns engaging

⊕ MICROBIAL ECOLOGY AND

DIY

E tinkering

N G I N E E

R

for artistic displays and public outreach.

DIVERSITY

⊕ BIOREMEDIATION RESEARCH

This raises awareness of the importance

s p a c e s /

column

They are used to study how mi-

These columns aid in research-

of microbial life to the environment.

h o u

(DE sehold

SIGN and

croorganisms interact and thrive

ing bioremediation strategies by

INTR

lab

C R ODUCTION

ora

E t

A orie

T E s)

A

in simulated environments, pro-

studying how specific microorgan-

This experiment will teach you how to make

Winogradsky column is a fascinating

viding insights into microbial

isms break down contaminants.

a Winogradsky column at home.

and miniature ecosystem encapsulated in

ecology and diversity.

a simple glass or plastic cylinder. Named after the Russian microbiologist Sergei

⊕ BIOGEOCHEMICAL RESEARCH

Winogradsky, these columns serve as re-

They help researchers under-

markable models of microbial diversity and stand how microorganisms in-ecological interaction. By harnessing the fluence biogeochemical cycles,

power of mud, water and sunlight, Wino-

shedding light on nutrient cycling

YOU WILL NEED

gradsky columns allow scientists and en-

and environmental processes.

⊕ Bucket

thusiasts to observe the intricate relation-

⊕ Small shovel

ships between various microorganisms,

⊕ ENVIRONMENTAL

⊕ Soil samples

such as bacteria and algae, as they thrive MONITORING

⊕ Pond water or boiled tap water

in different environmental niches within They can be used as bioindica-

⊕ Mud from pond or dirt from garden

the column. This unique and self-sustaintors to assess ecosystem health,

⊕ Plastic bottle

ing microcosm offers valuable insights into detect disturbances, and monitor

⊕ Scissors

biogeochemical cycles, nutrient cycling and pollution or nutrient imbalances.

⊕ Dried leaves or paper

the intricate web of life at a microscopic

⊕ Eggs

level. Winogradsky columns are not only

⊕ EDUCATIONAL TOOLS

⊕ Bowl

educational tools, but also windows into They serve as engaging educa-

⊕ Plastic foil

the complex world of microbial ecology.

tional tools, and allow students

⊕ Scotch tape



⊕ Aluminium foil (optional)

Step 1

Begin by collecting soil samples from a nearby pond, stream or garden. If you don’t have a Gradients

Zonation

pond or stream nearby, you can use tap water – but you will need to boil it first to remove Sulfide Oxygen

chlorine, then let it cool.

Low

Aerobic

Step 2

Take a plastic bottle and, using scissors or a knife, carefully cut off its top section into Cy

C anobacteria

y

three parts. Be careful of any sharp edges.

aterW

Heterotrophic

Step 3

bacteria

Separate egg yolks and whites. Crush the eggshells into a fine powder, and cut dried leaves or paper into smaller pieces. Mix half of the collected mud with the egg yolk, egg-Iron oxidizing

Iron o

shells and dried leaves/paper.

bactzeria

Purple

Step 4

non-sulfur

In the first third of the bottle, place the mud mixture you have prepared. Add only mud to Mud

bacteria

the second third and only pond/boiled tap water to the final third.

Purple sulfur

bacteria

Step 5

Securely seal the top part of the bottle with plastic foil to create an airtight environment.

Green sulfur

Place the column in a sunny location for a few months.

bacteria

Sulfate reducing

Sulf

Step 6 (optional)

bacteria

If you choose to take an additional step, create a second column and completely cover Illustration of a

it with aluminium foil to block out all light. Position it alongside the first column, and let Wingradsky column

both columns sit for a couple of months. Remove the aluminium afterwards and notice by HHMI BioInteractive

High

Anaerobic

the differences between the two columns.

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124

MFCs come in two types: one- and

After several months, examine the column. Notice the different layers 4.2.2 Guided tutorial:

two-chamber. Two-chamber MFCs have a

and the colours in each layer.

Making a microbial

chamber with anaerobic conditions, an an-

ode and bacteria and their food (mud with

DIY

E tinkering

N G I N E E

R

1. How many different layers are there? What is the colour of the water on top?

dry leaves, wastewater, etc.), a membrane

s p a c e s /

What colours can you see in each layer?

fuel cell

that separates this from the other chamber, h o u

(DE sehold

SIGN and

and a second chamber with a cathode and

INTR

lab

C R ODUCTION

ora

E t

A orie

T E s)

Mi

a lot of oxygen. A one-chamber MFC has crobial fuel cells (MFCs) are an

everything in one chamber and just keeps

innovative and sustainable technol-

anode and cathode as far away from each

ogy at the intersection of microbi-

other as possible so that the anode can have ology and energy generation. These

anaerobic conditions and the cathode aero-

devices harness the metabolic activ-

bic conditions.

ities of microorganisms to directly

2. We placed egg yolk, eggshells and leaves in the bottom layer. Why? How do convert organic matter into electrical

In this chapter you will learn how to make

they affect the layers?

energy. Essentially, MFCs function as

a very simple DIY one-chamber MFC with living power sources, leveraging the

the help of microbes found in mud – a so-

ability of certain microorganisms to

called ‘mud battery’. For electrodes, we will transfer electrons produced during

use graphite for anode and aluminium for

organic substrate degradation to an

cathode. Graphite is conductible material

electrode, and generating an electric

that isn’t harmful to bacteria, so they can current in the process. This fascinat-grow and feed on it; this produces electricity ing blend of microbiology and energy

that the graphite captures. As a food source, science holds promising applications

we will add dry leaves or paper made from

3. Why did we place them in the BOTTOM layer?

in wastewater treatment, bioenergy

cellulose that the bacteria can degrade in

production and environmental re-

anaerobic conditions and use to produce

mediation, positioning microbial fuel

electricity. This is why the anode goes on the cells as a frontier technology in the

bottom where there is no oxygen. The cath-

quest for cleaner and more efficient

ode goes into the water, where it releases

energy solutions.

electrons onto oxygen.



4. What are the concentrations of oxygen in each layer? How does that influence the microorganisms in each layer?

YOU WILL NEED



⊕ Bucket

⊕ Small shovel

⊕ Pond water or boiled tap water

⊕ Mud from a pond or dirt from a garden

⊕ Jar or a plastic urine container

⊕ Copper wires

⊕

CATHODE

Paper

⊕ Scissors

5. If you have performed Step 6, is there a difference between the two

⊕ Dried leaves (optional)

columns? Are all the layers present in both columns?

⊕ Pliers

(Nutrients)

⊕ Hot glue gun

ANODE

⊕ Paper

ANODE

⊕ Graphite pencil

BIOFILM

⊕ Aluminium foil

⊕ Multimeter

⊕ Small LED light (optional)

Step 1

Take the bucket and a small shovel and go to a nearby pond or a stream. Dig up some mud Diagram of soil based MFC (by

and take some of the water with you. If you don’t have a pond or a stream nearby, you can use MFCGuy2010 CC BY-SA 3.0)

normal dirt from a garden or a park and add tap water. If you are using tap water, be sure to https://creativecommons.org/

boil it first to remove any chlorine that might harm the microorganisms, then let it cool. While licenses/by-sa/3.0/

you are outside, try to collect some dry leaves if there are any. If not, you can use paper instead.

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Step 2

Prepare the wires by cutting them into shorter pieces. You need two per MFC. Strip them 3. Try to think of a way to increase the production of electricity. Try changing at both ends.

the size of the electrodes, the soil composition and volume, the electrode DIY

E tinkering

N G I N E E

R

material, etc. Write down what you have tried and learned.

Step 3

s p a c e s /

Take the container you have chosen (we recommend glass jars or plastic urine containers h o u

(DE sehold

SIGN and

as they are the easiest to get hold of and use) and puncture a hole in the lid big enough INTR

lab

C R ODUCTION

ora

E t

A orie

T E s)

for the two wires to go through.

Step 4

Draw a circle on paper with a graphite pencil the size of the bottom of your container. Fill in the circle with graphite pencil so that it is as dark as it can be. Cut out the circle. This will be the first electrode on which the bacteria will grow and produce electricity.

Step 5

Glue one stripped end of the wire with a hot glue gun to the circle you have just filled in. Be 4. Why did we use the aluminium foil for the second electrode if we know that careful not to burn yourself during the glueing process, and try to not get glue between it is harmful to bacteria?

the wire and paper (as this will isolate it, preventing electricity from being conducted).



Step 6

Put the electrode on the bottom of the container and then place enough mud/dirt on the electrode to cover it. Then shred a bit of paper or add crushed dry leaves if you have any. Add more mud/dirt on top of that until you fill the container to half the volume.

While you are adding the mud, try to compress it as much as you can so that no air becomes trapped.

Step 7

Pour pond or boiled (and cooled) tap water into the container until it is completely full.

Take the second wire and completely cover one stripped side with aluminium foil. Sub-5. Leave the MFC for some time and then measure the voltage. Is there a merge it in the water and try to have it not touching the mud. This will be our second difference in the electricity produced? If so, when did it start to happen? Did electrode.

the voltage increase or decrease?

Step 8

Push both wires through the hole you made in the lid and close it. Let it sit for about ten minutes, then use the multimeter to check the voltage the MFC is producing. If you have a small LED light (5V), you can try to connect it and see if it produces any light.

1. How much voltage is it producing? Was it enough to power an LED light?

2. Try to make several MFCs and connect them serially. Is there a difference in the voltage produced? How many would you need to make and connect to be able to charge your phone?

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59

5

5.1

5

Design your

Innovate

STEAM project

I N N O V A T E

Guided questionnaire on developing personal ideas into Dear Reader, we have come to

TO DO project framework

the last chapter of this open

book. We hope it served at

PROJECT FORM

least a little of its intended pur-

pose: to spark a desire in you

1. TYPE OF PROJECT (Mark and fill in.) to explore the amazing world

1.1.

around you and, driven by in-

⊕ Scientific

spiration, to create new things.

⊕ Artistic-scientific





To finish up, we invite you to

1.2.

design a future research/engi-

⊕ Educational

neering project of your own.

⊕ Research

⊕ Development

We are sure many ideas came

⊕ Public event

to your mind as you were ex-



ploring this book. We would like

1.3. In connection with which scientific and/or artistic fields is the you to use the knowledge and

project associated?

experience you have gained,

and to approach your future

endeavours systematically.



2. PROJECT NAME

We have created a short guided



questionnaire to help you plan

to make your idea come to life.

3. PROJECT GOAL

But most of all: Have fun!

61

5

4. SUSTAINABILITY OF THE PROJECT (What doors does the project open?) 6.

SPECIFIC GOALS

4.1. Does the project contribute to the development of science, art, and community?

7. DELIVERABLES (What are the visible/tangible products of the I N N O V A T E

project’s developmental process?)

4.2. Can the project be further developed? Upgraded? If yes, how?

8.

ACTIVITIES INCLUDED IN THE PROJECT (List and explain all activities the project encompasses.)

4.3. What new projects could arise from it?

9.

PROJECT EXECUTORS (List all executors of the project, their functions, and responsibilities.)



5.

BRIEF DESCRIPTION OF THE PROJECT

(State all essential details. Minimum of 10 sentences.) 10. ESTIMATED DURATION OF PROJECT ACTIVITIES

(State the total duration of the project, approximate or exact start and end date, and each phase of the project.)



Total estimation:

1st phase:





2nd phase:

3rd phase:





4th phase:

11. DOCUMENTATION

(How will the project and its development be documented?) 12. REQUIRED RESOURCES

(For all materials and equipment, if rented, list the price.) 12.1. Equipment

12.2. Services (Such as printing, telecommunications, rentals, certifications, etc.)

12.3. Material

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