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Ape Genius

Classroom Activity

Learning Objective | Materials | Background | Procedure | Activity Answer | Links & Books | Standards  Print this Teacher's Guide (PDF, 8 pages)

Activity Summary
Students use a viewing guide while watching a program about the science of ape intelligence and, after watching, discuss answers to questions related to similarities and differences between intelligence in apes and in humans.

Learning Objectives
Students will be able to:

• discuss different ape and human behaviors and how they are related to intelligence.

• describe experiments that scientists use to assess ape intelligence.

• compare and contrast intelligence in apes and humans.

• copy of "Ape Genius?" student handout
  (PDF or HTML)
• copy of "Studying Apes and Humans" student handout
  (PDF or HTML)
• pencil or pen

Background
One of the ongoing discussions in behavioral research is about whether the non-human great apes (chimps, bonobos, orangutans, and gorillas) are as intelligent as human beings. Intelligence refers to the ability to learn, reason, plan, think abstractly, comprehend ideas, and solve problems. It involves the ability to understand and profit from experience and to apply that knowledge to cope with, interact with, and manipulate the outside world.

A number of experiments and field research projects have been conducted to assess ape intelligence. These studies look at key skills and behaviors that are associated with intelligence in humans. Key factors include:

• mechanical aptitude (Do apes make and use tools? Can apes manipulate items in their environment for a purpose?)

• imitation (Do apes learn by copying?)

• cooperation (Will apes cooperate to maximize self-interest?)

• social emotions (Can apes understand responsibility and intent? Do they exhibit impulse control? Can they empathize?)

• math and communication skills (Do apes demonstrate an understanding of symbols and numbers? Can they communicate ideas either verbally or nonverbally? Do they engage in an exchange of ideas and information?)

• comprehension (Can apes comprehend abstract ideas? Are they able to apply previous knowledge to new situations?)

1. Organize students into teams. Assign each team to track experiments and field observations in one of the following categories:

   A: Mechanical Aptitude
   B: Imitation
   C: Cooperation
   D: Social Emotions
   E: Math/Symbol Skills
   F: Communication

2. Distribute a copy of the student handouts to each team before viewing.

3. Show the program and have students individually take notes on the topic their team has been assigned.

4. After watching the program, have students meet in their teams to discuss their notes. Ask teams to come to consensus on the observations made in each experiment and the conclusions drawn based on those observations.

5. Use the following questions to have a class discussion about what researchers inferred about the experimental results and observations in regard to what the similarities and differences are between apes and humans:

   • What examples indicate that apes can manipulate items in their environment for a purpose? (Some examples included chimps making spears and apes finding ways to get food that would otherwise have been inaccessible.)

   • How is imitation similar and different in apes and in humans? (Both apes and humans will imitate processes they see others of their own kind doing. Humans will copy other humans verbatim even if it includes unnecessary actions, while apes will not.)

   • How is cooperation similar and different in apes and in humans? (In general, apes do not cooperate well—with the exception of the bonobos—because they tend to let emotions such as rivalry and lack of impulse control impede cooperation. Humans cooperate more extensively.)

   • How is communication similar and different in apes and in humans? (Like humans, apes can communicate their wants or respond to direct commands or questions. Unlike humans, apes seem to lack an "intent to communicate," that is, there is no direct sharing of such things as thoughts, questions, and ideas.)

   • What evidence supports the concept that chimps exhibit signs of intelligence similar to that of humans? (Apes exhibit the ability to imitate, to determine intent, to use symbols, to display positive social emotions, to cooperate, and to problem-solve.)

   • What are some abilities that humans have that set them apart from apes? (Humans are better able to control their emotions, they have a more powerful ability to infer what others are thinking, and they are invested in teaching and learning, which allows the continued transfer of knowledge to future generations.)

6. To conclude, ask students to consider the conclusions drawn by the researchers. Which experiments or field observations and conclusions did students think were most valid? Why? Which did students think were least valid? Why? (Students may be more confident in experiments that were done many times or with many subjects, or field observations that were done over a long period of time or by a number different research groups. They may be less confident about an experiment done with one individual or with a researcher who may appear to have a research bias with his or her subjects.)

7. As an extension, have students generate questions they have about ape intelligence. Group together students who have related questions. Have teams research and answer their own questions and present their findings to the class.

The following chart lists some of the observations made and conclusions drawn in the experiments shown in the program.

Web Sites

NOVA—Ape Genius
www.pbs.org/nova/apegenius
Features articles, interviews, interactive activities, and resources to accompany the program.

Chimpanzee Central—The Jane Goodall Institute's Chimpanzee Resource
www.janegoodall.org/chimp_central/default.asp
Includes information about chimpanzees' habitat, physical characteristics, social organization, and communication.

Living Links
www.emory.edu/living_links
Provides information about current research on primates, an audio and video library, academic publications, and more.

Primate Info Net: About the Primates
pin.primate.wisc.edu/aboutp/
Includes an extensive series of fact sheets about the different primate species, which cover morphology, ecology, behavior, and conservation along with range maps, images, and a glossary of terms. Also includes resources on evolution, myths and legends, diseases, and taxonomy.

Think Tank
nationalzoo.si.edu/Animals/ThinkTank/default.cfm
Examines the question "What is thinking?" as it relates to the great apes. Includes detailed articles about the science behind the exhibit as well as a photo gallery.

Books

The Great Apes: Our Next of Kin
by Michelle A. Gilders. Greystone Books, 2000.
Presents information on the different great apes' habitats, members, behavior, and mating habits, along with anecdotes of the animals' depiction in literature, myths about members of the species, and tales of famous animals.

The Great Apes: Our Face in Nature's Mirror
by Michael Leach. Sterling Publishing, 1998.
Provides an introduction to the great apes that includes comparisons of human and ape behavioral and cultural adaptations.

Reaching into Thought: The Minds of the Great Apes
by Anne E. Russon, Kim A. Bard, and Sue Taylor Parker, editors. Cambridge University Press, 1999.
Investigates the qualities that set the intelligence of chimpanzees, bonobos, gorillas, and orangutans apart from that of other non-human primates and humans.

The "Ape Genius?" activity aligns with the following National Science Education Standards (see books.nap.edu/html/nses).

Grades 9-12
Life Science
• Biological evolution
• The behavior of organisms

History and Nature of Science
• Nature of scientific knowledge

Classroom Activity Author

Margy Kuntz has written and edited educational materials for more than 20 years. She has authored numerous educational supplements, basal text materials, and trade books on science, math, and computers.