CASE TEACHING NOTES for A Strange Fish Indeed by Robert H.

Grant Page 1
CASE TEACHING NOTES
A Strange Fish Indeed: The Discovery of a Living Fossil
by
Robert H. Grant, School for Professional Studies, Saint Louis University
INTRODUCTION / BACKGROUND
Tis case study was developed very soon after the death of Marjorie Courtenay-Latimer (1,o;:oo) in May
of :oo. My hope is that it serves, in part, as a tribute to the legacy of her contributions to science.
Te case study was developed for use in an introductory freshman biology course. In this setting, it could be
used as a general introduction to the nature/methods of scientic inquiry at the very start of a semester or later
in the semester as an introduction to the topic of evolution. Additionally, this case could be modied for use
in a number of upper-level biology courses such as ichthyology (as a springboard into a discussion of ancient
sh lineages or sh evolution), evolutionary biology (as an introduction to evolutionary relationships between
classes of animals), or conservation ecology (as an illustration of the issues involved in studying rare animal species).
Te case features photographs as well as ctitious diary entries interspersed with actual quotations from
Marjorie Courtenay-Latimers writings to recreate the events surrounding Courtenay-Latimers ground
breaking discovery of a living (non-fossil) coelacanth (Latimeria chalumnae ) in 1,8.
Te case follows a progressive disclosure format with students receiving diary entries in two parts. Part
I comprises a single diary entry that describes the day on which Courtenay-Latimer collected the rst
coelacanth specimen as well as a handout (Handout I) with a picture of what the sh would have looked
like when Courtenay-Latimer rst caught a glimpse of it in a pile of sharks, seaweed, starsh, sponges, and
other sh on the deck of the Nerine. Part II is a collection of diary entries that chronicle communications
between Courtenay-Latimer and her colleagues over the course of the next month and a half in her attempt
to bring attention to her discovery. After each of these two parts, discussion questions are included. In
the concluding part (Part III), students are given a list of facts and two additional handouts (Handouts II
and III) that can be used in a number of ways to bring closure to the case depending on the instructors
particular interest (see Classroom Management below for one approach).
Objectives
To expose students to an incident of scientic discovery
To introduce students to methods of formal scientic inquiry
To initiate discussion concerning communication within the scientic community
To illustrate evolutionary relationships between classes of animals
To understand the concept of homology and to cite examples of homologous structures
CLASSROOM MANAGEMENT
Before the start of this case, arrange students into small discussion groups of three to ve. Tis can be done
randomly or non-randomly depending upon the instructors knowledge of group dynamics, student learning
styles, or communication styles within the classroom.
Te case requires no outside preparatory work by the students, and can be presented and discussed within a
o- to ,o-minute class period.
for
CASE TEACHING NOTES for A Strange Fish Indeed by Robert H. Grant Page 2
Start the case by handing out Part I along with Handout I, giving the students 1o to 1 minutes to
individually read the diary entry and discussion questions and peruse the photograph on Handout I. Ten,
give groups ve to 1o minutes to discuss their answers to the discussion questions, rst in their groups and
then as a class, with the instructor (or students) recording the answers and observations on the board.
Next, hand out Part II and give the students another 1o to 1 minutes to read the diary entries and
discussion questions. Again, allow ve to 1o minutes for discussion of answers to questions, compiling and
elaborating on answers as you go.
End the case by distributing Part III and Handouts II and III. I suggest reading the list of follow-up facts as
a class so that you may steer the discussion in the desired direction (evolution, conservation, etc.).
Handout II is included to illustrate an overview of vertebrate evolution and to highlight the position of the
coelacanth and its evolutionary relatives (i.e., Eusthenopteron ) in this tree. In this vein, Handout II facilitates
understanding that the discovery of a living coelacanth was a major scientic discovery from the perspective
not only of evolutionary biologists, but for the human species as well. (Here the instructor should stress that
what was found that day by Marjorie Courtenay-Latimer was not merely a sh, but a living example of one
of our most distant evolutionary relatives.)
Handout III goes further to provide an image of a fossil coelacanth in which students can note actual
anatomical features of the skeleton (in particular pectoral, pelvic, and caudal n bone structure).
Additionally, Handout III includes a recent photograph of a living coelacanth. Tis picture can be used
as a segue into a discussion of ecological/biological issues surrounding the coelacanth such as overshing,
conservation, basic behavioral study, etc. You might even assign your students a small take-home project
that involves researching at some greater depth the current status of global coelacanth populations, the
evolutionary history of shes, or any other issues pertinent to the case.
BLOCKS OF ANALYSIS
Use of this case can lead to discussions of several dierent topics, ranging from the scientic method to
evolution to the historical role of women in science. Topics emphasized depend upon the educational goals
of the instructor and the context in which the case is presented.
Coelacanths belong to Class Sarcopterygii. Other members of this class include both African and South
American lungshes (Subclass Dipnoi) and four-legged terrestrial vertebrates (Subclass Tetrapoda).
While taxonomic classication of these shes is in a state of perpetual ux, instructors should stress the
evolutionary relationships of these groupings rather than the specic assignment of class or subclass to a
particular group. Te history of the coelacanth is useful knowledge to have before presenting this case.
Coelacanths are thought to have arisen in the early Devonian Epoch. Around 1:o species of fossil coelacanths
are known, most of which are thought to have gone extinct by the end of the Cretaceous. Fossil coelacanths
have been found on every continent except for Antarctica, with the majority of these species occurring in fresh
water. Close cousin to the coelacanth, Eusthenopteron, is the fossil sh species once cited as an intermediate
form linking sh to amphibian species. Eusthenopteron and coelacanths share many anatomical features, the
most important being the lobed ns that were thought to be the precursors to arms and legs in terrestrial
organisms. As with the taxonomic classication of coelacanths, evolutionary relationships between coelacanths,
Eusthenopteron, and modern tetrapods is also under constant debate and revision. Currently in favor are
theories that name fossil species such as Icthyostega and Panderichthyes as the most immediate ancestors of
tetrapods. Regardless of this theoretical uctuation, studying coelacanths can help students learn about
intermediate forms in the evolution and the appearance of new classes, families, and species.
CASE TEACHING NOTES for A Strange Fish Indeed by Robert H. Grant Page 3
Aside from learning about evolution through the study of coelacanths, the case provides students with a
window into the scientic method and the nature of scientic discovery. Instructors should stress the fact
that Ms. Courtenay-Latimer was not a trained sh biologist and that she very carefully researched her nd
and contacted pertinent authorities to obtain information. Also to be stressed is the fact that rather than
an intimate knowledge of sh biology leading to her discovery, it was curiosity, an observant eye, and a
good general sense of biology that led Ms. Courtenay-Latimer to her discovery. Tis is often the case with
scientic discovery, and students will benet by hearing about the laymans role in science.
Another issue surrounding the coelacanth that others may nd of use in their classrooms is conservation.
Class discussion could be steered towards the ethics involved with collecting and studying potentially
endangered species. Questions found at the end of Parts I and II facilitate discussion of this issue.
Finally, an issue brought up in the discussion questions that bears elaboration is the fact that the coelacanth
was only discovered as dened by western science. As is the case with many scientic (and especially
biological/species) discoveries, native peoples inhabiting areas in which the discoveries are made are often
already familiar with the phenomenon. Depending upon the specic instructors goals, time may be spent
upon alerting students to this culture-centric reality.
Please see the websites listed in the References section below for good background material concerning
virtually all aspects of coelacanths and their discovery by western science.
ANSWER KEY
Answers to the questions posed in the case study are provided in a separate answer key to the case. Tose
answers are password-protected. To access the answers for this case, go to the key. You will be prompted for
a username and password. If you have not yet registered with us, you can see whether you are eligible for an
account by reviewing our password policy and then apply online or write to answerkey@sciencecases.org.
REFERENCES
Coelacanth Rescue Mission: http://www.dinosh.com/
Australian Museum Online: http://www.austmus.gov.au/shes/shfacts/sh/coela.htm
iucxTe World Conservation Union: http://www.iucn.org/
Te Coelacanth: http://sacoast.uwc.ac.za/education/resources/shyfacts/coelacanth.htm
FURTHER READING
Courtenay-Latimer, M. 1,;,. My story of the rst coelacanth. Occidental Papers of the California Academy of
Science 1:o1o.
Courtenay-Latimer, M. 1,8,. Reminiscences of the discovery of the coelacanth. Cryptozoology 8:111.
Erdmann, Mark V. 1,,,. An account of the rst living coelacanth known to scientists from Indonesian
waters. Environmental Biology of Fishes ():,.
Erdmann, Mark V., Roy L. Caldwell, Susan L. Jewett, and Agus Tjakrawidjaja. 1,,,. Te second recorded
living coelacanth from north Sulawesi. Environmental Biology of Fishes ():1.
Forey, Peter L. 1,,8. History of the Coelacanth Fishes. London; New York: Chapman & Hall.
Greenwell, J. Richard. 1,,o. Te lady and the coelacanth: Remembering the zoological discovery of the
century. Te Explorers Journal o8():11;1:.
Musick, John A., M.N. Bruton, and Eugene K. Balon. 1,,1. Te Biology of Latimeria chalumnae and
Evolution of Coelacanths. Dordrecht; Boston: Kluwer Academic Publishers.
CASE TEACHING NOTES for A Strange Fish Indeed by Robert H. Grant Page 4
Acknowledgements: Tis case study is based on work supported by the National Science Foundation under Grant
No. o1:;, as part of the xsi-funded Case Studies in Science Workshop held at the University at Bualo, State
University of New York, on May 1;:1, :oo. Any opinions, ndings and conclusions or recommendations
expressed in this material are those of the author(s) and do not necessarily reect the views of the National Science
Foundation.
Copyright :oo by the National Center for Case Study Teaching in Science.
Originally published oo/:/o at http://www.sciencecases.org/strange_sh/strange_sh_notes.asp
Please see our usage guidelines, which outline our policy concerning permissible reproduction of this work.
Pearce, Jeremy. :oo. Marjorie Courtenay-Latimer, naturalist, is dead at ,;. Te New York Times (June ;,
:oo Monday, Late EditionFinal), Section B, Column 1, Foreign Desk; p. o.
Smith, J.L.B. 1,,. A living sh of the Mesozoic type. Nature 1:o.
Smith, J.L.B. 1,. Te second coelacanth. Nature 1;1:,,1o1.
Smith, J.L.B. 1,o. Old Fourlegs, Te Story of the Coelacanth. London; New York: Longmans, Green.
Tomson, Keith Stewart. 1,,1. Living Fossil: Te Story of the Coelacanth. New York: W.W. Norton.
Weinberg, Samantha. :ooo. A Fish Caught in Time: Te Search for the Coelacanth. New York: HarperCollins.
Additional Internet Sites
Amazing Story. Canadian Museum of Nature.
http://www.nature.ca/discover/treasures/trsite_e/tranimal/tr3/tr3.html
A nice online exhibit detailing some of the history surrounding coelacanths.
Ancient Creature of the Deep. NOVA.
http://www.pbs.org/wgbh/nova/sh/
Tis website, developed as a companion to the NOVA television program Ancient Creature of the Deep,
includes copies of the correspondence between Marjorie Courtenay-Latimer and J.B.L. Smith.
Coelacanth (Latimeria chalumnae ). aixiveImages of Life on Earth
http://www.arkive.org/species/GES/sh/Latimeria_chalumnae
In addition to some nice images, this site is remarkable for its video clips of a swimming coelacanth.
Coelacanth: Te South African Institute of Aquatic Biodiversity (saian)
http://www.saiab.ru.ac.za/coel.htm
Te saian, formerly known as the JLB Smith Institute of Ichthyology, promotes itself as the Scientic
home of the Coelacanth and oers a variety of scientic papers and popular articles.
Latimeria chalumnae, Coelacanth. Digital Morphology.
http://www.digimorph.org/specimens/Latimeria_chalumnae/whole/
Part of xsis Digital Morphology project, this site includes :o and o visualizations of living and
extinct vertebrates and invertebrates.
Instructors using this case might consider buying a cast of a fossilized coelacanth to heighten the drama
during their case presentation. Casts are available for a reasonable price (around o) from commercial
Internet sites including:
http://www.sciencemall-usa.com/coelacanth.html
Note: Such commercial sites are mentioned purely for informational purposes and the readers
convenience and do not represent endorsement of any kind by the xccsrs or its granting institutions.
CASE TEACHING NOTES for A Strange Fish Indeed by Robert H. Grant Page 5
Handout I
East London Museum
CASE TEACHING NOTES for A Strange Fish Indeed by Robert H. Grant Page 6
Labidosaurus
Eryops
Eusthenopteron
Climatius
Pteraspis
Reptile
Amphibian
Lobe Fin Fish
Spiny Shark
Jawless Fish
Shark
Cladoselache
Handout II
Birds
To
Dinosaurs
Mammals
Thecodont
DIAPSIDS SYNAPSIDS
STEM REPTILES
Therapsid
Drawn by Jim Stamos, Department of Biological Sciences,
University at Bualo, , based on Dixon.
CASE TEACHING NOTES for A Strange Fish Indeed by Robert H. Grant Page 7
Handout III
Image provided by Jensan Scientics LLC/sciencemall-usa.com. Used with permission.
Photo by Mark V Erdmann, Conservation International Indonesian Marine Program. Used with permission.