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[music]
Jessica (J): We're coming to you live from Purdue University with our broadcast of We're All Animals.
Hello everyone, I'm Jessica your Purdue zipTrips guide.
Now, there are lots of kids just like you participating with us today.
Let's take a look at one of those schools right now.
Are you there Warren Elementary School in Highland, Indiana?
Hey guys! [kids scream and shout] Whoa! They're excited!
Are you guys ready to have some fun today? [kids scream , "YES!"]
YES! We're going to be checking with you periodically throughout the show.
Right here in our studio audience we have students joining us from
Lafayette Sunnyside Middle School. [kids yell and scream]
Are you guys ready to have some fun today? [kids reply "YEAH!"]
Well, I am too. So what exactly are we going to do this morning?
Well first we are going to talk to a veterinarian and get an inside look at her job.
Then, you won't believe your eyes, we're going to see a horse running on a treadmill.
And meet a scientist to find out what can be learned from it.
Next, why would a scientist study bones? Well, we will find out.
And finally, you'll get to play detective and solve the mystery of the limping dog.
And just a reminder if any of you think of questions during the show
write them down and have your teacher or an adult in your classroom email the question in
to the address at the bottom of the screen. [ziptrips@purdue.edu]
[music and sound of monkeys]
Rupert: Hey there this is Rupert from Survivor and I just want to tell you animals are cool. [roar]
[music]
J: Yes, animals are so cool and so are we - right?
[kids say Yeah!]
So everybody out there and everybody in here, I want you to think of your favorite animal.
What does that animal look like?
How does it move?
My favorite animal is the giraffe. And you'll see why when I stand up.
I'm pretty tall and I love what giraffes eat. They're vegetarians like myself.
And I love that they've got long necks and they can reach high into the trees.
So everybody here, which one is your favorite animal? [kids yell]
Dog, wolf, cobra, eagle. Well even though other animals look different than humans
chances are you and your favorite animals have a lot in common. Take a look at this.
[music]
Tom: Hello this is entomologist Tom Turpin from Purdue University.
Did you know that there are humans and animals of all shapes and sizes living on this planet?
But are we really all that different? Just look around the zoo.
There are a lot of animals that look and act just like you.
[music]
This elephant has a trunk that works for breathing, just like your nose.
They also use their trunks like a mouth to drink and an arm to lift things.
And how about koalas?
Zoo Caretaker: One of the ways that koalas are a lot like kids,
basically all they do is eat, sleep and go to the bathroom.
Except for Koalas they could go up to 200+ times a day.
Tom: Lemurs have fingers like us. They can use them to grip trees and climb.
Zoo Caretaker: The Red Ruffed Lemurs and the Blue-eyed Black Lemars
sometimes don't get along that well in the beginning.
They do have teeth that are very sharp. Almost sharp like razor blades.
We have to be very careful to make sure they don't injure each other.
Right now I'm just monitoring and if anything happens I'll go over and try to help break it up.
[music]
Tom: Do you like to swim? Well, so do dolphins.
They have a powerful tail to push them through the water just like when you kick your legs.
[sounds of splashing]
Penguins are also great swimmers. But they can hold their breathe a lot longer than we can.
Almost 18 whole minutes.
[music]
Zoo Caretaker: One interesting fact about giraffes is their tongues are really, really long.
They can actually be 18 -20 inches long so they can reach the tall trees and get the leaves off of them.
They eat apples, carrots and sweet potatoes.
Just like a kid they like to eat treats, candy and sweets.
[music]
Tom: Insects don't look much like humans and other animals but like humans and other animals
insects like this silkworm and this hornworm have to breathe.
[sound of breathing]
Humans breathe through holes in their nose. Insects breathe through spiracles -
holes in the side of their body.
Unlike other insects praying mantis just like humans can turn their head from side to side.
Insects and humans can both jump and one of the best jumpers in the insect world is the grasshopper.
[***, ***, ***] Whoa, wait a minute come back here. [***, ***,***]
Cows digest food similar to you but instead of just one stomach they have four.
[sounds of cows]
If you touch your skin and then rub the belly of a pig you will notice the skin feels almost identical.
[sounds of pigs]
So the next time you come across a funny looking creature, just remember
you may have something in common with that animal.
From how we move, breathe, eat and live, humans and animals have very similar body systems.
[music]
J: Well like we just saw in the video humans definitely have a lot in common with other animals.
One thing that's similar is humans go to the doctor to stay healthy
while animals go to see a veterinarian.
Joining us now in the studio is Dr. Lori Corriveau, a wellness veterinarian here at Purdue.
J; Hi! Dr. Corriveau Lori: Hi, good morning. J: Good morning.
J: You've brought some special friends with you.
Lori: I did bring some friends. This is my personal dog Josie.
And then this is Hugo, he's a bearded dragon. He belongs to one of my colleagues at the vet school.
J: Hi Sweetheart number two.
[laughter] Lori: He's sweet in his own way. He's adorable.
J: So Lori tell us a little bit about what you do here at Purdue.
Lori: Sure, I'm a veterinarian, a small animal veterinarian at
the Purdue Veterinarian Teaching Hospital in a department called the
small animal premier-practice, so kind of the primary practice or general care
out there in the real world kind of thing, outside the university.
But I get to teach 4th year veterinary students how to take care of animals,
but not just dogs and cats. I also see exotics as well.
Kind of like lizards like Hugo here, potentially birds, amphibians, small mammals, rabbits, guinea pigs.
I also will see fish. So I see lots of different species of animals.
J: So how did you decide you wanted to become a vet.
Lori: Well, you know when I was young, my mom had always wanted to be a veterinarian,
so I think probably some it kind of tailored from her a little bit.
J: Living a dream.
Lori: Exactly. However when I was in 6th grade, so similar to all of you guys out there, the
seniors came over and did a survey and they asked us "what do you want to be when you grow up?"
And the one thing that I did say was that I wanted to be a veterinarian.
I did some mentorship stuff and I did the mentorship stuff with veterinarians and
then as a senior and going through highschool I actually worked with
veterinarians and decided that's what I really wanted to do.
You get to see a couple of the things I get to do. I do physical exams on ferrets.
Draw blood from ferrets, check their kidney function for insulinomas and diseases they may get.
Our board stays pretty busy with a whole bunch of different species that we get to see.
Tortoises, turtles as well. We'll do health checks with them.
I've got a student helping me out. We get blood from these guys as well.
J: So what do you love most about your job?
Lori: Well I like the variety of the different species that I get to work with.
That's what I like a lot. And I like it that I get to use scientific inquiry quite a bit.
These guys can't tell use where it hurts or what's wrong so they can't do that so
I have to use my physical exam skills, my observation skills, as well as
looking at diagnostic tests to help figure out what's wrong.
I know Hugo, you're excited aren't you?
J: Well you mentioned you like working with different species.
What's the most unusual animal that you've ever treated?
Lori: Probably the two most unusual, the one most unusual one is a piece of coral.
It's a living rock so I had someone bring that to me because
it had some parasites that was making it not a vibrant color.
Treated the water, got rid of the red bug parasites.
I'm not a zoo veterinarian in general, but occasionally I do get some interesting animals.
One of them was a wallaroo. Like what's on the screen here.
J: A walla what?
Lori: Yeah, so part wallabee, part kangaroo.
And these guys are kind of middle between size of a wallabee and a kangaroo.
J: Cool! We're talking about how humans are similar to animals.
What are some ways that dogs are similar to humans?
Lori: Dogs in general they have just like lizards too, they have two eyes, they have two ears.
Josie, dogs can get cataracts just like people can.
She has lots of teeth.
J: Oh, she's so ferocious.
Lori: She should have her teeth brushed and she should also go to the dentist and have her teeth
professionally cleaned a least once per year.
And she actually has allergies just like some people have allergies.
J: I feel your pain, I do too. Lori: We control those.
She has some arthritis in her hips so we manage that as well.
So some of the same things that people get animals can get too.
J: We're watching some video of some dog athletes.
Humans can run, jump, swim and do all of that fun stuff and dogs can too. Right Lori?
Lori: That's right and it is very important for them to stay in top physical condition
because if they're not they take the chance of injuring something and we'll take of that injury,
whether they pull a muscle or stretch or tear a ligament, like the cruciate ligament in their knee.
But we can help them. We've got all sorts of diagnostics, radiographs, MRI's.
We can do arthroscopy. So we've got lots of things to keep these guys in top physical condition.
J: Cool, and that's why we have you because you can help our dogs who get injured with
all of their injuries and help them recuperate.
Now, I hear that you have a little trick that Josie can do and she's kind of like a dog athlete too.
Lori: Well kind of, but her arthritis kind of minimizes things a little bit.
Can I have you hold Hugo for me? J: Oh, daunting task.
Lori: Want to see Josie do a trick? Kids: Yeah!
Lori: Alright. Here Josie. Just come. Can you sit?
Down. Over. Ready? Tunnel.
J: Yeah! Good job Josie! [clapping and laughter]
Lori: Good girl, Can you do one more time for us?
J: Yeah!! [clapping and laughter] I love it!
And we just got one email question in for you Lori.
This is from Eggers Middle School in Hammond, Indiana.
When a giraffe is born does he still have a really long neck?
Lori: They do still have a pretty long neck when they are born.
It does continue to grow proportionally with their size, but they do have a pretty long neck.
J: OK, and we have a question also from our school in Highland, Indiana.
Come on up there. What's your question for Lori?
Student: How exactly do you get the animals to do what you want when you are observing them?
Lori: OK that is a great question.
For me, I'm all about positive reinforcement or bribing them.
So I do a lot of food treats and things to distract them.
But I have people who can restrain them for me if I need to
but positive reinforcement gets you a long way.
J: Awesome, we're going to be seeing you at the end of the show as well for more questions.
Remember everyone out there you can email your questions anytime
to the address on the bottom of the screen.
Thanks for joining us today. We'll see you soon. Lori: Thank you
[music]
[sound of dog barking}
Wendy: Hi I'm Wendy Townsend, I'm a veterinary ophthalmologist.
So I examine the eyes of animals. So we're going to three tests on G-man.
Who's our dog we are examining today.
And these three tests are just like what you have done when you go into the ophthalmologist.
We want to make sure everybody, whether it's a person or an animal has the very best vision possible.
[music]
J: Well animal athletes come in all shapes and sizes.
Dr. Corriveau just told us about how dogs can be athletes, but some of the best known
competitors in the animal world are horses. And they're a lot like you.
[music]
J: WOW! That kid was really on a mission on that treadmill. Right?
So Purdue horse specialist Dr. Laurant Couetill joins us live from his lab at the vet school
to tell us how researchers take care of and learn from horses.
Hi Dr. Couetill. Laurant: Hi Jessica. J:How are you doing over there?
Laurant: Good. Hello everybody. Welcome to Purdue's Equine Sports Medicine Center.
J: Thank you.
Laurant: I'm standing next to the horse treadmill with our horse ***. J: Hi ***!
Laurant: And Donna who is our equine sports medicine technician.
So if you look at this treadmill it might look a little different
from what you are used to either at home or the local gym.
J: Yes, definitely. I think it could fit several people on there.
Laurant: Absolutely, a little bigger. Of course this is designed to support the horse's weight,
that on average is 1000 pounds.
J: Oh WOW!
Laurant: Plus this is a high speed treadmill. We can do up to 35 miles per hour.
It's extremely fast. Much faster than any human being can run.
J: Yeah! We drive at that.
Laurant: Absolutely. so you know why do we have such a big treadmill for horses?
Well there are three main uses for this particular treadmill.
One is it's really a very good diagnostic tool for us.
A lot of horses are competitors and then they may come to a point where they don't do as
well in either racing or in shows.
And then we can bring them here and recreate the type of exercise they do out
and then try to better understand what is slowing them down and why they're not doing as well.
And the second reason why we use it is this is an extremely good teaching tool.
We are here teaching our veterinary students and veterinary technician students
and we can, and will show that later on in a video that by running the horse we can really try
to understand why, where they may be hurting from, like a particular leg.
Like Dr. Corriveau was saying they can't tell us where they are hurting so in that way we can show students
this is what you need to look for and therefore try to diagnosis the lameness that way.
And then the third use for us is really as a research tool.
We try to strive to better treat or prevent either athletic injuries or health conditions in general.
And that allows us to research and try to find better treatments or prevention medicine.
J: Very good.
Laurant: So you know when you see us and compare myself to *** we might look a little different
J: Just a little bit. I think he's got you beat on the size. Laurant: That's it, yeah!
But as you were mentioning certainly there are a lot of things in common.
And I'll show you as an illustration. If you compare ***'s leg here compared to my arm,
in fact if we look at ***'s hoof right there on the ground it's similar to our fingernail.
J: Really!
Laurant: Its just a very grown, overgrown fingernail that
wraps around the tip of ***'s finger to protect it.
J: So can you guys imagine walking around on the tips of your fingernails? That's what horses do.
Laurant: Exactly. Horses walk and run on the tip of their fingernails and then you know the bone
right over there, the pastern bones are equivalent to your finger bones, your phalanx's if you will.
And then the cannon bone right here on top is equivalent to the bone in the bottom of your hand.
So then a little bit higher the carpus or the knee of the horse is equivalent to our wrist.
So a lot of things in common in fact between horses and humans. More than you would think.
J: Interesting. Do horses get injured just like humans do?
Laurant: Of course, yes. Horses can run very fast but that also makes them prone to injuries
like human athletes they can sprain their ankle, they can sprain tendon and ligaments.
As we show in these videos the trick is to find out where they may be hurting from.
In this case look at the head going up and up when the horse is landing on the left leg.
And down and down when the horse is landing on the right leg.
So he is hurting from his left leg in this particular case.
So neck going up when he is landing on the left. So that's how you can tell.
This horse is the opposite. The neck is going up and up when it's on the right.
So essentially the horse here is lame on the right side.
J: That's pretty cool.
Laurant: So this is very fast, you know with a video you can play it slowly and
demonstrate to the student what they need to look for.
J: Yeah and that's really cool how scientist can use video cameras and other technology
to study horses and other animals and their movements more closely.
I think that's really cool.
Laurant: Absolutely. This is really interesting.
And you know, other things that make horses such big athletes is they have a very strong heart
that can really beat extremely fast and from racing to increased heart rate during exercise that can
be multiplied by eight almost ten-fold compared to us where it would rise only three to five- fold maybe.
So that makes them great athletes.
And as you see now *** starts working just on the treadmill.
J: Is he going to run for us? Laurant: Yes, he's going to run for us.
If you look at his heart rate, his heart rate starts going up as he's running faster.
J: Here he goes. I hear the music guys [race music playing in background]
Laurant: So he started at about 60 -70 beats per minute while working, now he's at 95 just trotting
and he's sneezing as well.
J: Go ***! Go Whitley Go! [students are chanting]
[music]
Laurant: ***'s heart rate is 117 so he's going even faster.
J: Go ***! You can do it!
Laurant: Then we're going to slow down. J: Let's go big ***! He's so cute.
Laurant: We're going to slow down now, you'll see his heart rate will come down fairly quickly.
J: Very good! Laurant: Alright.
J: So Dr. Couetill what's the fastest that a horse has ever run on that treadmill?
Laurant: Well, this treadmill can go up to 35 miles per hour, but that is not even close
to the maximum speed in a horse which has been measured
as fast as 55 miles per hour in a quarter horse.
J: Oh my gosh!
Laurant: So much faster than any human athlete.
J: You have an activity for us to show us the differences.
Laurant: Yes, well we were talking about ***'s heart rate
going up as soon as he runs and coming down.
I think we should demonstrate that to our students in the classroom.
The keys to be able to measure heart rate and what we do is, if you use your fingers and put a little bit of
pressure in your neck, as you do this you should feel in the tip of your fingers a little pulsating vessel.
That's the blood vessel in your neck coming from your heart. J: OK.
Laurant: As you feel each pulsation it corresponds to one heartbeat. J: Right.
Laurant: So what we need is to be able to count those heart beats.
So, Jessica if you can give us a go signal and then
we'll count how many beats we feel over a 10 second segment
So give us a go and a stop and then we'll multiply by 6 to find beats per minute.
J: OK. Sounds good. Laurant: Can you do that for us?
J: Start counting on the count of three. Ready? One. Two. Three.
[ticking sound]
J: And stop.
Laurant: OK, I counted personally 10 beats so times 6, 60 beats per minute.
That's fairly average if you are just standing or sitting in your classroom.
J: So that's how you find your resting heart rate.
Laurant: Exactly. So that's rest. Now let's do some exercise.
Especially in the classroom, you might want to stand up.
J: Stand up guys.
Laurant: Jump up and down as high as you can for about 10 seconds and then we'll do the same.
Jessica give us a go signal to measure our pulse.
J: OK are you ready to jump? Who can jump the highest? Ready, set and go.
Laurant: Let's go! Alright doing well there.
***! ***! ***!
[laughter] I see you jumping.
[laughter] Getting tired? J: I see you jumping.
J: And stop.
Laurant: Alright, OK let's feel the pulse again. Can you give us a go Jessica?
J: OK. Ready. Set and start counting now.
[ticking]
Laurant: Mine's fast. J: And stop.
Laurant: Alright, I counted 20 so times 6 is 120 beats per minute.
So you can see as soon as you do a little bit of exercise
your heart rate picks up right away like ***'s.
J: Oh my gosh, so yours doubled. Laurant: Doubled. Exactly.
J: That means you're a little out of shape right.
Laurant: Probably yes. I hate to mention that, but since you raised the point, yes.
[laughter]
J: Dr. Couetill we just got a question that came in for you from some of our students who are watching.
This is from a student in Lexington Kentucky, can horses get allergies like humans.
Laurant: Absolutely. Horses get allergies, they can be skin allergies,
they'll have some little lumps and bumps you know ehrlichia.
But also they can get an allergy like asthma.
A form of horse asthma very similar to asthma in people and kids especially, so absolutely.
J: Interesting. I have asthma and I'm allergic to horses.
OK, we just got another question in and this is all the way from St. Louis, Missouri.
Do all horses know how to run on a treadmill or do they have to be coaxed into it?
Laurant: That's a good question. Obviously they don't know how to but we can teach them very quickly.
It takes about 20 -30 minutes to get them used to the treadmill, the way it looks
and obviously seeing the ground running underneath them. J: Right.
Laurant: But they very quickly realize it's very similar to running outside and they really enjoy that.
Horses are meant to run and as soon as they get it
they have no problem going back the next day and running and training.
J: Very good. Well thanks for joining us. We're going to see you at the end of the show.
Laurant: Very good. J: That was really fun. Laurant: My pleasure.
[music]
J: Well, we've learned that humans and other animals have similarities on the outside,
but we are also alike on the inside.
I'd like to introduce to you another guest who is with us in the studio.
This is Lisa Hilliard. Thanks for joining us today.
Lisa: : Thank you so much for having me. I'm real excited to be here.
J: We're excited to have you here. Tell us a little bit about what you do.
Lisa: OK. I'm an anatomist.
J: Hmm, big word what does that mean.
Lisa: It sounds fancy doesn't it?
What I study is really a lot of things we talked about today.
I look at all the things that make an animal or a person what we are.
Muscles like your biceps, or organs like your stomach.
J: Gross. Lisa: Bones. [laughter]
The bones that we were discussing in the limb of the horse.
All of those things so that you can really look at how the animal functions and operates.
J: That's really neat. Lisa: Yeah that's really cool.
J: I hear that you're working on a very special project right now. Tell us about that.
Lisa: Yeah we are. I'm working with a team to establish an institute for accessible science. J: Cool.
Lisa: And what that means is our goal is to kind of support and be there for students that
have disabilities who have an interest or a passion for science and
pursuing science as a career and being an active member in the science community.
So we're here to encourage them to do that and show them that it's possible.
J: Very good. Lisa: It can be done. J: Very inspiring. Lisa: It's fun.
J: So instead of just talking about what you do, I'd love to get an inside look at your job.
Lisa: OK, well I think we have a video of me doing a lab so let's check it out.
J: Let's take a look.
[music]
Hi there, I'm so glad you could join me this afternoon. We're actually just getting set up for a heart lab
Ironically this is kind of the crazy stuff we do here at the vet school, especially anatomy geeks like me.
Love this stuff - it's way cool.
We're going to actually look at some structures specifically related to the heart.
We're going to do a heart dissection lab and I'm going to be doing it with students just like you.
This is an outreach program that we have and students come and we do this heart lab.
It's really fun! I'm so excited, can't you tell? I hope you are too.
So were going to look right here. This is actually believe it or not, a real heart.
How cool is that! I mean that's pretty nifty. YEAH!
I know you're thinking that just looks like a blop, but I can actually teach you how to
orient this heart and open it up and see features inside of it in just this afternoon's session.
It's pretty fun.
So if you look right here at these pictures you'll get to see some of the stuff these people are
going to be learning today about what features of the heart you can see on the outside.
And then what features on the inside when we open it up are visible.
It's pretty cool. We're also going to be looking at some comparative stuff.
After we look at these I'm going to talk to students about well, what if we look at a bird heart
and compare it to maybe our heart or this heart that we are looking at which is a pig heart.
I'm telling you this is some of the fun stuff we're going to do today.
Also I'll show you this cool model right here. We're going to look at this today too.
See this rubber model? This is actually what a heart looks like after it's formed.
But before in development, this is how the heart looks.
It starts out like a tube. Then it twists around itself just like a dish rag.
So, as it pumps it actually squeezes and twists against itself.
Like a dish rag wringing itself out, just like when you're in the tub and you
squeeze all the water out of your wash cloth.
Isn't that cool! I bet you didn't know that and if you did wow, you're super smart.
I love that. You should come and spend time with me if you're that smart I need that.
So I hope you enjoyed this quick little brief session,
but unfortunately I've got to get started. I've got kids coming.
I'll see you guys back at the studio. Bye!
[music]
J: So you have a really cool job Lisa. Lisa: I know.
J: But I can't believe you picked up that real heart.
And I have to ask for all of you guys too, some of you might be thinking this-
don't all of those organs and bones kind of gross you out sometimes?
Lisa: Actually no not really. Because by studying anatomy we can really look at
how the animal is put together or how the person is put together and then
understand how they are supposed to function.
J: OK. Lisa: In a regular setting or normal state of health.
And then you can actually use your scientific inquiry skills to understand the changes that occur
in that function when they are sick.
But what's even cooler is you can compare the similarities and differences in species and really
look at how that animal interacts with other animals as well as the environment
they are in because of those features that exist.
J: That does sound cool. Lisa: It is pretty cool.
J: So you have an activity for us. Lisa: I do.
J: And you've brought some skulls and apples and Play-doh.
I'm so confused, but I'm sure you can clear it up for us.
Lisa: So what we're going to do is look at the different features of a skull,
like this which would be kind of a predator which we see
with these large pointy what we call fangs or really in the anatomical world we call them canines.
J: Is that a hint as to what that is?
Lisa: Yes, that is a carnivore, a meat eater.
J: And it's a dog's skull. Lisa: It is a dog.
And then this skull right here is actually what we would consider an herbivore, a plant eater.
If we look at their teeth we can see that they are long but flat.
J: Really flat.
Lisa: Yeah, so how about if we go over and we take this stuff
and we're going to make bite mark impressions.
J; All of the kids in our studio audience has apples. Some have Play-doh.
Lisa: And hopefully those out there in the viewing audience have apples.
If you don't just do gator jaws at your neighbor and you can look at each other's teeth.
J: You can just feel inside your mouth.
Lisa: So what we're going to do is to take the apple and you're going to bite into it like you want
to take delicious bite out of it, but don't bite it off.
Then take your mouth back off and we're going to see the impression.
We're going to do that with Play-doh.
J: Are you ready?
Lisa: One of you guys are going to do a horse skull and I'm going to do this dog.
J: Ready, set and chomp. Lisa: Chomp it together. [laughter]
J: OK, do you see what happened? Do you see your teeth impressions?
Lisa: Look at your apples and see what they look like, and
then what we're going to do is if you will bring up that impression of that horse here.
Yeah, can you guys compare your apples together? Because if you look they are not the same.
Even though we're all humans, [He's way up there. Can you come back here for one second].
[laughter] J: He's like, I want to be a star.
Lisa: So if you guys compare your apples together, even though you're all humans right?
We don't all look exactly the same. And if we compare these bite marks here
we'll notice, see this one that is the dog you can see these deep pockets right here
which are made by the nice deep ferocious canines.
J: Right. Lisa: So I can catch and get my prey. J: But then mine is flat.
L: Yeah, now look at this one here though, this is really flat.
This is our plant eater so he doesn't really have to catch his food. J: Right, the horse.
Lisa: So if you look at our bite makes what do you guys think we?
Where do you think we fit in the chain here compared to these animals?
J: What do you think that we'd eat?
Lisa: Yeah, we're in the middle. J: In the middle.
Lisa: Exactly because we eat both plants and animals.
Some of us just like plants but we eat both. So isn't that cool.
You can look at anatomy and you can say I see how they function and why they have
these features so they can function in the environment. Cool Right?
J; The word for that is omnivore.
Lisa: Right, omnivore is the big word for us. It makes us sound impressive right.
J: Do you guys have any questions for Lisa?
You do, what's your question.
Student: What inspired you to become a scientist?
J: What inspired you to become a scientist?
Lisa: Well, normally for a scientist it's usually a personal drive or personal interest.
I actually love bones and anatomy and all these cool things to compare
what makes animals different and the same.
So what really inspired me was just a drive and an interest to understand the world
and how it works and how we work in it. Does that make sense?
Student: Yes.
J: Anybody else have a question? Yes. You.
Student: How many classes and how many students do you think you have each day?
Lisa: Normally I would be involved in about seven classes during the school year and
three of those classes run at one semester
so I have 70 plus kids in anatomy for first year vet students and then it depends
about 20-30 depending on our class size for the third year courses.
J: Sounds like a lot. Lisa: Yeah. J: Cool.
Thanks guys for your questions.
That was an eye opening or mouth opening experience right?
Lisa: Exactly. [laughter]
J; And you're going to stick around for the end of the show as well. Lisa: Absolutely.
J; OK, so we're, you know, having fun here. Right?
So throughout today's show and all of the research you've seen
the scientists are using scientific inquiry.
Scientific inquiry is the way scientists study the natural world and propose explanations
based on the evidence they gather.
Now you can use scientific inquiry too. Just like a scientist or a detective.
For this segment you'll need to pay close attention to the video,
gather evidence and be ready to help solve the case about a pet dog.
[music]
Child: Hi mom.
Mom: Hi there. How was school today?
Child: Good, we're learning about scientific inquiry
Mom: Scientific inquiry? What's that?
Child: Scientific inquiry is the way scientists figure things out.
How they explain things based on the evidence they gather.
Mom: That sounds like that CSI TV show or those detective stories you read.
Child: I know, I'm going outside to read one right now.
[music]
Child: [reading from book] It is a mistake to theorize before one has data says the detective.
You know my methods. I was sure careful examination of the crime scene
would reveal evidence of what happened.
Child: Hi Lucy. Good girl. Lucy you're limping! Are you alright?
MOM! Lucy's limping.
[music]
Mom: Well look around and see what happened. I'll call the vet, they'll want to know.
[child's thoughts] It is a mistake to theorize before one has data.
I was sure careful examination of the crime scene would reveal evidence of what happened.
Child: That's right we can't treat her unless we know what happened to her.
I have to use scientific inquiry to collect evidence.
There's dirt and gravel in her fur. This gate is open and leads right out to the street.
Skid marks right in front of the house.
This is just like the dirt on Lucy.
[music]
My case is complete, I have a hypothesis! Mom, I know what happened.
[music]
J; Well now that you've seen CSI backyard, the case of the limping dog,
let's talk about the different things going on here.
OK guys, what's the problem in this case?
Student: Lucy is limping.
J: Lucy is limping, OK. And what evidence did the kid detective collect?
Student: That there was gravel in her foot.
J: There was gravel in her fur.
Student: Skid marks in front of the house.
J: Skid marks in front of the house. Anything else? Yes.
Student: The gate door was open.
J: The gate door was open. You guys were really paying attention.
So what hypothesis have you come with about what happened to Lucy the dog?
What do you think happened? Yes.
Student: Maybe a car hit the dog.
J; A car possibly might have hit Lucy.
As you can hear from some of the different answers, scientific inquiry
does not always lead to clear answers and can sometimes even lead to new problems and questions.
OK, so let's take a look at what our kid detective in the case of the
limping dog found out based on his investigation and a meeting with his dog's veterinarian.
Let's take a look.
[music]
Child: The solution to this mystery is that someone left the gate open and
Lucy got out into the street and she got hit by a car.
J: Well, it looks like we have the correct answer and we're able to solve the case of the limping dog.
We do have time here at the end of the show to answer some more email questions.
So this one is for Lisa Hilliard, this is from Nancy Hanks Elementary School in Spencer, Indiana.
How many bones do you examine in one day?
Lisa: Well that can vary.
I look at a lot of bones on a daily basis so in an entire let's say dog skeleton around 300+
so it could be that many up into one day depending if I am constructing a whole skeleton
or whether I'm just looking at comparing one limb to the other, but it can be as few as 10.
It just depends on what I am doing.
J: My goodness.
This is from a school called Eggers Middle School in Hammond, Indiana.
And then this is for you Dr. Couetill. Do horses get tired when they run?
Laurant: Of course, yes. Horses get tired like we get tired.
Depends on how fast and how intense the exercise is, but usually they can run for much
longer and much faster than any human being.
J: OK. Cool.
And this is from Kore Academy in Lexington, Kentucky. This is for you Dr. Corriveau.
I have a bearded dragon, what do they like to eat?
Lori: Bearded dragons in general, so when they're young they tend to be a little bit more carnivorous
so they like more protein - meat, but really they are omnivores.
And as they get a little bit older they should be more vegetarian-like. J: OK, cool.
J: And do any of our students at Warren Elementary have any questions for our scientists?
Yes? Come on up. What's your question?
Student: How does studying animals help humans?
J: How does studying animals help humans? Who wants to take that one? Go Lisa.
Lisa: Well if you look at the similarities and differences between animals and people,
we get sick with a lot of the same things, we have the same problems dealing with maybe the
environment like asthma or our bodies as we get old, get arthritis or even if you're not old like me.
It helps you to understand if you can diagnosis it and help take care of it in an animal and treat the animal
you can translate that to people and see how you can better the lives of humans as well. Does that help?
Student: Yes
J: Do any of our kids in our studio have questions? Yes, the guy who's holding the bearded dragon.
Student: How many bones are in the human body?
J: How many bones are in the human body?
Lisa: Well, the human body has a lot of bones, but when you look at it is is a lot similar to dogs and cats.
It's actually a little bit smaller because we don't have some of the little teeny ones that they have.
So we're in the hundreds - 250ish or so.
Depends on the person sometimes how many, they might have a little extra.
J: OK, this is from St. John Lutheran School in Indianapolis, Indiana - my hometown.
This is for you Lori. In what way are we like jellyfish who have tentacles and no stomach?
Lori: Well, we're not really too much like jellyfish because those would be invertebrates versus we are
vertebrates, we have a spine and bones so we're not really a whole lot like them. J: OK.
Lori: I'm sure we have utilized some of the things, some of the unique they do and how they
digest things but we're not really that similar to the invertebrate side of things.
J: Right, we certainly don't look like them do we?
OK, let's take another question from our school in Highland Indiana.
No. Are they not there? That's no problem.
How about here. Yes, you-
Student: What animal has the most bones and organs most like humans?
J: What animal has the most bones and organs most like humans?
Lisa: Most like humans, are really going to be the ape family because
they kind of function similarly to us these are [moving fingers] although they use them to walk around on,
they're a lot like arms just like we use them as instead of legs.
And how they digest things and what they eat. They can eat a combination diet like we do.
So they are very similar to us. So really it's the ape family.
J; Great. Thanks everybody for your questions.
We don't have enough time to get to everyone's question so teachers out there
be sure to look for an email from zipTrips in the next week with
answers to the most frequently asked questions from today's broadcast.
Then you can review the facts, answers and questions or frequently asked questions, whatever,
and the clues with your class so let's take a quick look back at all of the things we've learned today.
Humans have a lot in common with other animals.
Purdue's scientists are doing some really cool work and using cutting edge technology
to do their jobs just like the horse treadmill.
And scientific inquiry is how scientist make connections and solve problems.
Well, thanks again to all of our scientists who joined us,
all our furry friends and scaly friends and all of our friends here in the studio and
to all friends who are watching.
I'm Jessica your Purdue zipTrips guide. We will see you next time.
Oh and one more thing. It's Dr. Corriveau's birthday. Let's says happy birthday. Happy Birthday Lori!
[music]