Turning nomenclature on its side

Today it's snowing like it should be during winters in Albany - some predict as much as two feet (~61 centimeters) will coat the ground. Slippery under foot, slippery under treads, I'll need some traction to walk home from the lab tonight. Which got me thinking about feet and how we, as biologists, name things. Many types of single-celled organisms have structures that serve as "feet" at the functional level. But when naming body parts, structure seems to trump function. Don't ask me why - this is probably a rule made by the ancients. Unfortunately, when I talk to young students about the work we do, the terms used in the lab seem strange and unfamiliar. Like the term "pseudopods," which literally translates to "false feet." The term "aperture," which is a hole in the shell, is another one that glazes over young eyes.




Structural definitions imposed on a shelled protist

 

One theme I've been touching on lately is that protists like forams use these "feet" for feeding as well as locomotion. Sort of like a dog holding a bone (or chewy chew treat) with its feet while it happily muches, belly on the floor.



Terms turned sideways

 I wonder if adding a little humor will help give kids get both the structural and functional concepts? But then again, they'd have to know what "maw" and a "paw" are. Ugh, it's time to brave the weather and slide home on foot ...

Updated Cereal Killer

"Art is never finished, only abandoned." This quote is credited to Leonardo da Vinci and it appears he's right. At the last minute I flipped all the metazoan prey upside down so they looked dead at the hands (er, arms) of Notodendrodes. The piece was gifted to the staff of Health Research, Inc. after giving a talk about our research projects. They are displaying it in their lunch room, which seems fitting. 


Cereal Killer as it appears on display at Health Research, Inc.

 I don't want to abandon "Cereal Killer" until it's in a better frame. And then there's "Cereal Killer II" to work on, now that I've figured out how to make these things ...

Cereal Killers

My colleagues and I give dozens of art/science talks to audiences ranging from 1st graders to senior citizens. They seem to enjoy stories about diving under the ice, watching penguins play, and how we go to the bathroom when it's minus 20. But when it gets to the science, do they really understand the important implications of carnivorous single-celled organisms? Don't ask me where the thought came from, but perhaps a play on words, together with an interesting piece of "art," would help. Ergo, I sat down to illustrate a cereal killer foram. First step: buy a bunch of cereal and resist the temptation to eat it all in one sitting. (I love cereal!)
 


Preparing the palette

I have scads of Japanese rice paper left over from the spitball amoeba project. Might as well adorn it with rice crispy cereal (plus other cerealicious shapes, sizes, and colors). NOTE: I consulted the literature and concluded that this is the first time a foraminiferan collage has been made out of cereal. I hope it becomes a new movement ...




Moving breakfast around

   Artist friends often mention the satisfaction it brings to "push around paint." I fully understand what they mean. It's also rewarding to squirt around glue, and brush around cereal. Lots of fun!

The cereal killer with metazoan prey - just like in nature! (Well, artistic license with the bugs.)

In the end, I depicted Notodendrodes antarctikos with plastic metazoans adorning its branches. It's not accurate, of course, but it was fun to make and serves to illustrate the concept: single-celled carnivores littering the seafloor, eating small invertebrates. Sometimes silly examples can spawn serious discussion that lay audiences can grab hold of and tear apart.

Just like a Notodendrodes with a juvenile starfish. Or me with five boxes of yummy cereal to eat!

Boys, Girls, Art & Science

I've been giving science talks to school kids for over 20 years. I tell them stories about working and living in Antarctica, and weave in some bits of knowledge about marine ecosystems, animal behavior, and climate. After spending 45 minutes with 20 bubbly students, I'll wink a smile at the teacher and leave the classroom feeling confident that our world is being left in good hands.

As part of their learning experience, the younger children are usually tasked to compose "thank you" notes or drawings, which teachers then send to me. These tokens of gratitude are treasure.

It's always fun to see which stories the kids focus on. Toilets, diving, dynamite, pycnogonids, and penguins top the list. When viewing the subjects of their art, one thing that I can predict with >95% accuracy is the gender of the child.

I bet you can, too...