Dragon Genetics Student Artwork

Screen Shot 2017-03-22 at 12.29.59 AM.pngOne of the assignments I give my intro biology students is called “Dragon Genetics,” in which they determine the alleles (versions of genes) that a baby dragon will inherit from its parents. Then, I ask them to create an accurate image of the dragon, based on the inherited traits. Most of the students use a dollmaker (from this site). Here’s one I created as an example:

I love to see their dollmaker dragons, but occasionally, I’ll have a few students who do the artwork entirely by hand. Here are some examples from this semester:

Pretty spectacular, eh?

2015 Science Symposium

(As published in the Fall, 2015, Science and Technology’s Newsletter”)

“This past May, the School of Science & Technology in partnership with the WATERS Collaborative hosted its third annual Science Symposium. As in past years, the event was kicked off with the 2014-15 Science 120 cohort presenting talks on the research project they conducted over the past year. This year many of the students also presented posters. We had a record number of 81 posters presented from departments across campus highlighting the work of 193 students.”

I was especially pleased to see this photo in the newsletter, as I worked with this cohort of Science 120 students, as a consultant to help them with field techniques related to their individual research projects. What a great group of students!

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Fun in Diversity Lab!

So, probably the most exciting moment of my day (maybe of my life) was finding these little jellyfish in the tanks in Darwin 4. I didn’t actually find them, some of my students did, but I isolated them and managed to get some decent photos. At first, I assumed they were babies, but after poking around a bit, I think maybe they’re just a very small species. I’m thinking they’re in the genus Cladonema, but I can’t really identify them any closer than that. To me, they look a bit more like the introduced C. pacificum, but maybe they’re the native californicum? Or some other species entirely? They’re really small – maybe 2mm in diameter.
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Either way, we had a GREAT time in lab today – in addition to the jellies (and, of course, the Echinoderms), there were copepods and worms (probably polychaetes), and adorable tiny crabs (at least four species of crabs altogether between the two tanks, including the big crabs). Awesome.

Biology Lab: Sponges, Jellies, Flatworms & Molluscs

We did a super cool lab this week – and a relatively photogenic one, at that – so I thought I’d post a few photos! We had a bunch of live specimens (mostly marine inverts from Bodega Bay), and we did our first dissection of the semester – a squid. SUPER COOL!

Here’s a planaria, a type of flatworm (phylum Platyhelminthes). SO CUTE!

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Planaria are non-parasitic, and can regenerate themselves – maybe in elementary school you did the experiment where you cut their head in half, bilaterally, and each half will grow back into a complete head? Yeah. That’s these guys. (We didn’t do that experiment, though; just looked at them through the dissecting scope). ALSO how hard does this photo rock, considering I took it through the microscope with my iPhone?

Next, we have a chiton (phylum Mollusca) … that’s the chiton in the center, holding on to some other kind of large, empty shell.

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Here’s that same chiton inside the tank, giving us a lovely view of it’s mouth (to the far left), and its gills (which are inside that crevice that goes all the way around the body – you can see them nicely in that part at the upper left that is exposed.

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There are also some anemones in this photo – phylum Cnidaria (closely related to jellyfish). I tried to get some individual pictures, but they came out crappy. They’re super pretty, though.

And here’s a nudibranch, or sea slug. Also a mollusk. And very, very pretty. (Again, not a great photo). Like I said, all these things came from Bodega Bay, and are relatively easy to find at low tide.

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And now for the fun part … SQUID DISSECTION!

Okay, let’s start with a dorsal view of the squid:

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There are two fins at the top (anterior) end, and ten appendages at the posterior end (two long “tentacles,” and eight shorter “arms”). You can also see the eyes (right above the arms), and all the spots on the body are called chromatophores – pigmented organs that allow the squid to change colors.

Here, I’ve flipped my squid onto its back, revealing the ventral view, and put my probe through the siphon, or funnel. This is the all-purpose orifice through which waste products, ink, and reproduction takes place. You also have a better view of the arms and tentacles, include the little suction cups:

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One of the eyes:

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I’ve pulled back the arms to reveal the mouth, which contains a hard and very sharp beak:

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More magnificent iPhone scope photography haha; this is the beak magnified under the dissecting scope. ISN’T THAT COOL? It looks like something I’d expect to see on a parrot. Or a dinosaur. 😀 Super sharp:

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The dissection (other than the removal of the beak) consists of one single cut: a slit up the middle of the ventral side of the mantle (the sheath that covers the organs). We then pin back the mantle to reveal the organs. (BTW, this is a different squid; the full-body pics of my squid were blurry):

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Let’s look a bit closer. Here, I’ve pushed aside some of the organs to revel the “pen” – those straight structures just to the right of center in the photo. The pen is rigid, and made of chitin – the same stuff that makes up the shell of a snail:

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Okay, different squid again. This one is male; I’m pretty sure the little oval-shaped organ at the center of the photo is the testis, where sperm is produced. We can also see the ink sac in this photo – the gray and black organ that runs down the middle in the right half of the photo. There wasn’t a lot of ink in this one, but sometimes there is. I have students write their initials with it. 😀 This is also a good time to point out the gills – they’re the two sort of curved structures right near the pins, on the top and bottom.

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And yet another squid! This one is female. The large, smooth white structure just above the center of the photo is the nidamental gland, which is part of reproduction, and below that, the clear organ in the bottom right is the ovary. You can even see some eggs:

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OKAY! There are other organs it’s possible to see, but it’s tricky to describe that without sticking arrows everywhere. If you’d like a somewhat more thorough “tour,” this is nice dissection video.

Best Joke Ever!

Today’s diversity biology lab was AWESOME! I knew it would be fun – we looked at Echinoderms, which are just super cool, and we had a bunch of live starfish and sea urchins for them to examine under the scopes. So, that part was expectedly great – we fed the urchins bits of nori and watched them eat, and we looked at the starfishes’ tube feet, and some of the students took selfies with the critters. Very cool.

Then, when we were wrapping up to go back to the classroom (the tanks with the live creatures are in a different room), something totally amazing happened: one of the rock crabs decided to eat an urchin, while we were watching. I really didn’t expect this – the urchins and crabs have been living in that tank together for weeks now, and I hadn’t seen any sign of predation (well, not by the crabs; one of the starfish ate a chiton on Tuesday). I guess the rock crab was hungry. 😀

We watched while the crab grabbed the urchin and began to dismantle it with it’s two large claws. It literally cut the urchin apart, and scooped out its innards and stuffed them into its mouth. We could hear the endoskeleton crack, and there were guts floating around in the water. I’m honestly not even sure at what point the urchin stopped being alive – throughout all of this, its tube feet kept moving around, as though it were trying to escape. That part was a bit sad, but it was a good example of nature in action.

This was one of the most interesting thing I’ve seen on campus in all the years I’ve been at this school. It was really, really cool to watch, and my students were SO EXCITED!

That’s still not the end of the story, though . . .

You know how once in a while, there is a moment when you see a golden opportunity, and you take it? And it creates a rare moment of such great beauty, it’s like the sun coming out from behind the clouds on a rainy day? Today, I had one of those moments.

As we were watching the rock crab devour the urchin, someone asked about the other crab in the tank – a kelp crab – whether or not it might try and fight the rock crab for part of the urchin.

Using my best, most serious teacher voice, I said, “Do you know why the rock crab isn’t sharing its kill with the kelp crab?”

My students turned to me with expectant faces, waiting for me to drop some science knowledge on them. A few of them threw out guesses: “Because it’s a different species?” ~ “The rock crab is territorial?” ~ “Because the kelp crab doesn’t like to eat urchins?”

And I said:

“No. It’s because the rock crab is shellfish.

*drops the mic*

AND THEY LAUGHED! THEY LAUGHED REALLY HARD! GENUINE LAUGHTER!

This was almost certainly the most sublime joke-telling moment in my whole life. Never again could that joke be so perfect, so appropriate, so hilarious. THEY LAUGHED and I did a victory dance, and it was so amazing.

So, yeah. Lab today was awesome.

 

Today in Evolution Lab . . .

Sharing is caring … OR ELSE!

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Today, in Evolution lab, they’re drawing geologic timescales, and the focus is on SHARING (because we don’t have enough meter sticks and colored pencils for everyone to have their own). I’ve already had to threaten time outs because they were fencing with meter sticks (yes this is an upper division college course, although I think they have devolved to fourth grade). So, I drew this inspirational T. rex on the board for them. Also, an Ichthyostega, because adorbs.

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