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Instructions for teachers
Ask students to read the following: science news Read the article “Browse 3-D models of animal anatomy from openVertebrate’s public collection” and answer the following set of questions. Students can work on her second section of the activity, “Making Observations,” alone or with a partner. For background information on CT scans, direct students to the following resources: Exploring science news Article “Scientists say: CT scan”.
Information for students
read science news Read the article “Browse 3-D models of animal anatomy from openVertebrate’s public collection” and answer the questions below.
Need for a model
1. Watch the video linked to. science news The article “Here’s why pumpkin toads are clumsy jumpers.” What aspects of the toad’s behavior in the video might confuse scientists? Like this one shared through the openVertebrate project How can images help scientists understand toad behavior?
Most toads can land on their feet, but this toad cannot control its landing. Scientists may have been puzzled as to why the toads were unable to orient themselves or stabilize themselves in the air. The images generated from the CT scan allowed scientists to see the structure of the toad’s inner ear. The results revealed that these toads’ inner ears are small and don’t work well at sensing body position or rotation, contributing to their clumsy and uncontrolled landings. There is a possibility.
2. What is the advantage of using a 3D model of a specimen produced by a CT scan to learn more about animal anatomy? How is this different from traditional cross-sectional views viewed through dissection?
3D models allow scientists to visualize the internal structure of living organisms. Compared to traditional cross-sections, 3D models allow researchers to see more closely the internal structure of an organism and its arrangement. Using CT scans to study specimens is less damaging than dissection.
3. Explain how the 3D model of each organism was created.
To perform a CT scan, scientists placed specimens inside a test tube and rotated the tube while taking X-rays of each specimen, creating a 3D image. Before being scanned, some specimens were soaked in iodine so that muscles and organs could be seen.
4. What was one of the challenges scientists faced in developing a method to scan each specimen?
Each specimen had to be mounted inside a tube. But vertebrates come in a variety of shapes, so scientists needed to find a material that could hold the specimens in place without damaging them or showing up on CT scans.
5. Specimens in museum collections are often displayed or used in scientific research. Why are most of these specimens scanned without immersion in iodine?
Iodine stains organs and muscles and changes the sample. These changes may make the samples unacceptable for research by other scientists or for use in museum displays.
6. How does having a freely available repository of 3D models and CT scans of specimens enhance scientific understanding?
This makes specimen data more accessible, allowing more scientists to study individual organisms and compile information about different species. Citizen scientists may also be able to access the repository and contribute to scientific research.
make observations
Visit the Florida Museum’s openVertebrate Project page. Go to the specimen gallery and click the link to go to Sketchfab. Once you visit the Florida Museum’s Sketchfab page.[コレクション]Go to the tab and explore the collections “Fish Diversity – CT Scans” and “Herpetology”. In one of these collections, select specimens that display internal anatomy. This internal anatomy includes bones, organs, and muscle tissue. Please answer the following questions.
1. Which collections and specimens did you choose?
Students’ answers will vary, but they should identify the specimen they selected and its collection.
2. Take a moment to examine the specimen. 3D models are fully navigable. Use the mouse wheel to zoom in and out of the image, the left mouse button to rotate, and the right mouse button to pan or move the image. What did you notice about the specimen you chose?
Student answers will vary, but important aspects of the image should be emphasized.
3. Were you able to make all the same observations when exploring the physical skeleton of the specimen? Why or why not?
Students’ answers will vary, but they should identify whether the 3D model contains additional information that cannot be observed on the skeleton of the same organism. This additional information may include labels, scales, organs, muscles, or the internal structure of the skeletal cavity, including the skull. Students knowledgeable about fish species may also note that some of these species are cartilaginous and produce calcified skeletons.
4. Formulate scientific questions about the organism or specimen based on your observations.
Students’ answers will vary. His two examples of scientific questions: “What material are Sungazer’s lizard scales made of?” or “How does the shape of the Brazilian electric ray’s skull contribute to the survival of this species?” Are you doing it?”
5. What does it take to investigate and answer a scientific question?
Students’ answers will vary. Example answers: “We need to take a sample of the sun gazer lizard’s scales and perform a chemical analysis to determine the molecules present.” or “How does the shape of the Brazilian erectei’s skull contribute to its survival?” To understand what they do, observe rays in their natural habitat and notice their behavior.”
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