{"id":242042,"date":"2023-02-13T16:00:48","date_gmt":"2023-02-13T08:00:48","guid":{"rendered":"https:\/\/thepiquelab.com\/blog\/?p=242042"},"modified":"2025-08-04T16:37:17","modified_gmt":"2025-08-04T08:37:17","slug":"adaptations-how-does-the-size-of-an-animals-ears-affect-its-survival","status":"publish","type":"post","link":"https:\/\/thepiquelab.com\/blog\/adaptations-how-does-the-size-of-an-animals-ears-affect-its-survival\/","title":{"rendered":"Adaptations: How Does The Size Of An Animal\u2019s Ears Affect Its Survival?"},"content":{"rendered":"

[et_pb_section fb_built=”1″ _builder_version=”4.16″ global_colors_info=”{}”][et_pb_row _builder_version=”4.16″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”4.21.0″ hover_enabled=”0″ z_index_tablet=”500″ global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n

I am sure everyone has searched for pictures of cute animals before! For myself, I will look up pictures of the snow fox and desert fox to show my P6 students when I teach them the topic of Adaptations<\/a><\/strong>.\"\"<\/p>\n

Snow Fox (Left) and Desert Fox (Right)<\/em><\/span><\/p>\n

We can observe that the snow fox has much smaller ears than the desert fox, as shown above.<\/p>\n

Now for the golden question, what is the reason behind the different-sized ears?<\/strong><\/p>\n

Is it by chance? Or is there a practical purpose for having different-sized ears?<\/p>\n

Before we explain the reason for the different-sized ears of the snow fox and the desert fox, let\u2019s have a closer look at this question from the 2019 P6 SA1 Catholic High School Examination Paper<\/strong> and discuss the concepts tested.<\/p>\n

\n

Read Also:<\/h3>\n
    \n
  1. What Your Child Needs To Know About Adaptations<\/a><\/strong><\/li>\n
  2. Ultimate Science Practice Series: Adaptations (Practice Questions & Explainer Videos)<\/a><\/strong><\/li>\n<\/ol>\n<\/div>\n\n

    Let\u2019s Take A Look At This Question<\/strong><\/h2>\n

    \"\"<\/p>\n

    Source: Catholic High School \u2013 2019 P6 SA1 Examination Paper [Q38]<\/em><\/p>\n

    Thought Process<\/h2>\n

    For questions involving an experiment set-up like the one above, I always advise my students to do the following:<\/p>\n

      \n
    1. Find the changed<\/strong> variable.<\/li>\n
    2. Find the measured<\/strong> variable.<\/li>\n
    3. Find the variables <\/strong>that were kept constant<\/strong>.<\/li>\n<\/ol>\n
      \n

      \ud83d\udca1 Identifying the changed<\/strong> variable and measured<\/strong> variable from the experiment allows students to identify the aim<\/strong> of the experiment.<\/p>\n

      Identifying the constant<\/strong> variables allows students to know what has already been kept the same in the experiment to ensure a fair test<\/strong>.<\/p>\n<\/blockquote>\n

      \u201cHow do we know what is the changed<\/strong> variable?\u201d<\/em><\/p>\n

      \"\"<\/p>\n

      What is the difference<\/strong> between the two set-ups? It is the size of the strip of metal<\/strong> wrapped around each can, as indicated in the question (see below).<\/p>\n

      \"\"<\/p>\n

      Here comes the next important question:<\/p>\n

      \u201cHow do we know what is the measured<\/strong> variable?\u201d<\/em><\/p>\n

      \"\"<\/p>\n

      So what is being observed\/recorded <\/strong>in the experiment? It is the rate of decrease<\/strong> of the temperature of the water<\/strong> inside each can (see below).<\/p>\n

      \"\"<\/p>\n

      Now that we have identified the changed variable and measured variable, what is the aim of the experiment?<\/p>\n

      The aim<\/strong> is to find out how the size of the strip of metal<\/u> affects the rate of decrease of the temperature of the water inside each can<\/u><\/strong>.<\/p>\n

      The last important question:<\/p>\n

      \u201cWhat are the constant<\/strong> variables?\u201d<\/em><\/p>\n

      Since the question specified that the metal cans are identical <\/strong>and 200 cm3<\/sup> of hot water at 90 0<\/sup>C <\/strong>was poured into each can (see below), the type of can<\/strong>, the volume and initial temperature of the water inside each can<\/strong> should be the constant variables<\/strong>.<\/p>\n

      \"\"<\/p>\n

      A summary of the experiment set-up so far:<\/p>\n

      \"\"<\/p>\n

      Let’s Analyse Part (A)<\/strong><\/h2>\n

      Why did the water in Can X cool faster than the water in Can Y?<\/strong><\/p>\n

      Many students will share that since the cans are labelled differently as X and Y, this means that the cans are made of different materials<\/strong>, where Can X<\/strong> is a better conductor of heat<\/strong> than Can Y.<\/p>\n

      Thus, Can X will conduct heat from the hot water to the cooler surrounding air at a faster rate<\/strong>, causing the water in Can X to cool faster. <\/strong>\u00a0<\/strong><\/p>\n

      Do you agree with the above explanation?<\/p>\n

      As reasonable as it sounds, if you refer to the summary table above, you will recall that we have identified the type of cans <\/strong>as the constant <\/strong>variable in this experiment.<\/p>\n

      Since Cans X and Y are identical, is it possible that Can X is a better conductor of heat than Can Y?<\/p>\n

      Impossible. The above explanation is definitely wrong!<\/p>\n

      \n

      \ud83e\uded9 Learning Point:<\/strong> As seen from the common mistake above, it is important to identify the constant variables in an experiment so that students will not wrongly identify the constant variable as a changed variable instead.<\/p>\n<\/blockquote>\n

      In that case, what is the reason why the water in Can X cooled faster than Can Y?<\/p>\n

      It should be due to the changed variable<\/strong>, which is the size of the strip of metal<\/strong> wrapped around the cans as seen from the summary table above.<\/p>\n

      Formulating Your Answer For Part (A)<\/strong><\/h2>\n

      What do we notice about the size of the strip of metal wrapped around Can X<\/strong>? The strip of metal is longer<\/strong>.<\/p>\n

      What is the science concept that we link to when we are comparing the length of the strip of metal? (Exposed) surface area<\/strong>!<\/p>\n

      Many students will write the following answer:<\/p>\n

      \u201cThe hot water in Can X cools faster as there is a larger surface area of the metal STRIP<\/strong> in contact with metal CAN X, <\/strong>causing the hot water to lose heat<\/strong> faster.\u201d<\/p>\n

      Do you spot any mistakes with the above answer?<\/p>\n

      I have spotted 2 mistakes <\/strong>so let me discuss them. See if you manage to spot them too!<\/p>\n

      \u274c Mistake 1: <\/strong>Larger surface area of the metal strip in contact with metal Can X \u274c<\/strong><\/p>\n

      The answer above mentions that there is a larger<\/strong> surface area of the metal strip<\/strong> in contact with<\/strong> metal Can X<\/strong>. Is this true?<\/p>\n

      Let us highlight the surface area of the metal STRIPS in contact with<\/strong> the metal CANS<\/strong> <\/u>in\u00a0green<\/span>\u00a0below for better visualisation.<\/p>\n

      \"\"<\/p>\n

      For the areas highlighted in green on Cans X and Y, are they of the same size or different sizes? They are of the same size<\/strong>.<\/p>\n

      So is it true that the \u201csurface area of the metal strip<\/strong> in contact with<\/strong> metal Can X<\/strong> is larger<\/strong>\u201d? No!<\/strong><\/p>\n

      Instead, it should be the \u201cexposed surface area of the metal strip<\/strong> in contact with <\/strong>the cooler<\/strong> surrounding air <\/strong>(highlighted in\u00a0blue<\/span>\u00a0below)\u201d that is larger<\/strong> for Can X.<\/p>\n

      \"\"<\/p>\n

      Now that we have identified the first mistake, let us rectify the original answer in red<\/span>:<\/p>\n

      \u201cThe hot water in Can X cools faster as there is a larger exposed surface area of the metal strip in contact with<\/strong> the cooler surrounding air<\/span>, <\/strong>causing the hot water to lose heat<\/strong> faster.\u201d<\/p>\n

      \u274c Mistake 2: <\/strong>Hot water to lose heat faster \u274c<\/strong><\/p>\n

      What\u2019s wrong with the above phrase? Isn\u2019t it true that the hot<\/strong> water in Can X will lose<\/strong> heat faster<\/strong>?<\/p>\n

      The issue is that the answer is<\/strong> incomplete<\/strong>.<\/p>\n

      When explaining questions on Heat<\/a><\/strong>, students must remember to specify \u201c\u2026 lose heat to<\/strong> \u2026\u201d or \u201c\u2026 gain heat from<\/strong> \u2026\u201d. If the \u201cto\u201d or \u201cfrom\u201d are missing in the answers, students will get their marks deducted.<\/p>\n

      So where will the hot water eventually lose heat to<\/strong>? The hot water will eventually lose heat to the <\/span><\/strong>cooler surrounding air<\/span><\/strong>.<\/p>\n

      Now that the second mistake has been identified, let us write out the final answer:<\/p>\n

      Suggested Answer For Part (A)<\/h2>\n

      The hot water in Can X cools faster as there is a larger exposed surface area of the metal strip in contact with the cooler surrounding air, causing the hot water to lose heat faster to the cooler surrounding air.<\/p>\n

      Let’s Analyse Part (B)<\/strong><\/h2>\n

      Which fox can lose more heat through its ears? Give a reason for your answer.<\/strong><\/p>\n

      \"\"<\/p>\n

      Source: Catholic High School \u2013 2019 P6 SA1 Examination Paper [Q38]<\/em><\/p>\n

      \"\"<\/p>\n

      In part (a), the strips of metal have different sizes<\/strong>, just like how the size of the ears for foxes A and B are different<\/strong> in part (b) of the question.<\/p>\n

      Thus, the set-ups in part (a) are models to explain the difference in the rate of heat loss in foxes A and B in part (b)<\/strong>.<\/p>\n

      Recall the metal strips that we highlighted in blue<\/span> previously (refer to the picture below).<\/p>\n

      \"\"<\/p>\n

      Which part of the foxes do you think the metal strips highlighted in blue<\/span> above represent? Since those sections of metal strips<\/strong> have different sizes<\/strong> and were in contact with the surrounding air, they represent the different sizes of ears<\/strong> that are in contact with the surrounding air.<\/p>\n

      Since we are required to find the fox that lost more<\/strong> heat through its ears, do we look for the fox that lost heat faster or slower through its ears? It must be faster!<\/strong><\/p>\n

      As we have understood from part (a) that the hot water in Can X<\/strong> lost heat faster<\/strong>, where the metal strip<\/strong> around Can X is longer<\/strong>, we should also understand that the fox with larger ears<\/strong> should lose more<\/strong> heat\/lose heat faster<\/strong> through its ears.<\/p>\n

      Which is the fox with larger ears? It is Fox A<\/strong>.<\/p>\n

      Following the answer for part (a):<\/p>\n

      The hot water in Can X cools faster<\/strong> as there is a larger exposed surface area of the metal strip<\/strong> in contact with the cooler surrounding air, causing the hot water<\/strong> to lose heat faster to the cooler surrounding air.<\/p>\n

      We can now craft a similar answer for part (b):<\/p>\n

      Suggested Answer For Part (B)<\/h2>\n

      Fox A. Fox A has larger ears<\/strong>. Thus, there is a larger exposed surface area of its body<\/strong> in contact with the cooler surrounding air, causing Fox A\u2019s body<\/strong> to lose heat faster to the cooler surrounding air.<\/p>\n

      Food For Thought<\/h2>\n

      Now that we have answered both parts (a) and (b) of the question, let us answer the golden question posted at the start of the blog post:<\/p>\n

      \u201cIs there a practical purpose for having different-sized ears <\/em>for the desert fox and snow fox?\u201d<\/em><\/p>\n

      The answer is yes!<\/p>\n

      Desert Fox<\/strong><\/h3>\n

      Since the desert<\/strong> fox<\/strong> has larger<\/strong> ears than the snow fox, the desert fox is like Fox A<\/strong> in the question (see the diagram below).<\/p>\n

      So why should the desert fox lose heat faster<\/strong> to the surrounding air, like Fox A?<\/p>\n

      \"\"<\/p>\n

      Think about the desert <\/strong>environment that the desert fox stays in, is it very hot or cold in the day? It is very hot<\/strong>.<\/p>\n

      When the desert fox loses heat faster<\/strong> to the surrounding air, does it keep the desert fox cool or warm? It keeps the desert fox<\/strong> cool<\/strong>.<\/p>\n

      And does that help the desert fox to survive better<\/strong> in the hot desert environment? Definitely!<\/p>\n

      Snow Fox<\/strong><\/h3>\n

      Since the snow fox<\/strong> has smaller<\/strong> ears, it is like Fox B<\/strong> in the question.<\/p>\n

      So why should the snow fox lose heat slower<\/strong> to the surrounding air, like Fox B?<\/p>\n

      \"\"<\/a><\/p>\n

      Think about the cold<\/strong> environment that the snow fox stays in. If the snow fox loses heat slower<\/strong> to the surrounding air, does it keep the snow fox cool or warm? It keeps the snow fox warm<\/strong>.<\/p>\n

      And does that help the snow fox to survive better<\/strong> in the cold snowy environment? Definitely!<\/p>\n

      Moving Forward<\/h2>\n

      I hope you have enjoyed reading this article and that this article has helped you gain a better understanding of:<\/p>\n

        \n
      1. What to do when you see an experiment-centric question.<\/li>\n
      2. Keywords required to explain Heat<\/a> questions.<\/li>\n
      3. Why the desert fox and snow fox have different-sized ears.<\/li>\n<\/ol>\n

        Stay tuned for\u00a0our new articles on how to tackle other Science questions!<\/p>\n

        [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row disabled_on=”off|off|off” admin_label=”CCI” _builder_version=”4.21.0″ custom_margin=”0px||” custom_padding=”0px||” global_module=”239753″ saved_tabs=”all” collapsed=”off” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_divider color=”#898989″ admin_label=”Divider” _builder_version=”4.16″ locked=”off” global_colors_info=”{}”][\/et_pb_divider][et_pb_image src=”https:\/\/thepiquelab.com\/blog\/wp-content\/uploads\/2019\/05\/The-Pique-Lab-CCI-Science-Course-CTA.png” align=”center” align_tablet=”center” align_phone=”” align_last_edited=”on|desktop” admin_label=”CCI” _builder_version=”4.16″ z_index_tablet=”500″ global_colors_info=”{}”][\/et_pb_image][et_pb_text _builder_version=”4.16″ text_font=”||||||||” text_text_color=”#333333″ text_font_size=”18px” text_orientation=”center” global_colors_info=”{}”]<\/p>\n

        If you like our methodology, we’ve some upcoming workshops:<\/p>\n

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        P3 Complete Concept Integration\u2122 Science Course<\/strong><\/a>
        P4 Complete Concept Integration\u2122 Science Course<\/strong><\/a>
        P5 Complete Concept Integration\u2122 Science Course<\/strong><\/a>
        P6 Complete Concept Integration\u2122 Science Course<\/strong><\/a><\/p>\n

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