Dr John Hooper has been an integral part of the Queensland Museum Network and has made a significant contribution during his 27 years here, 14 of which he has been Head of the Biodiversity and Geosciences program. Having retired in June 2018, John leaves a lasting legacy not only to the Queensland Museum Network but to the broader scientific community.
Written by Senior Curator, Social History, Mark Clayton.
At 4 a.m. on the morning of February 5, 1916, Mr W.J. McLaughlan who was on sentry duty on the beach at North Fremantle, noticed in the dim light an object which he at first took to be a snake, but which on closer examination proved to be a remarkably elongated fish of a bright silvery colour.
The Keeper of Biology at the Western Australian Museum, Mr W Alexander, soon identified this as a new species which he described in detail – four months later – in a paper read before a meeting of that state’s Royal Society. He proposed then to name the new species Evoxymetopon anzac, sp nov., explaining that this was “specially suitable for a fish found in Australian waters and nearly related to famous Frost-fish (Lepidopus caudatus) so well known in New Zealand.(1)
With the vantage of hindsight, and a century of liberal thinking, using the name ‘Anzac ‘to describe a new fish species might seem appropriate to us when in fact it could have been received as inappropriate and possibly even sacrilegious back then, especially given the prevailing legal, social and military tensions of that time.
A relatively new term then used mostly by military personnel and only reverentially, by civilians, the scientific community’s appropriation of the term ‘Anzac’ was – up until then – without precedent.
Since the first national Anzac Day commemoration had occurred some weeks prior to his Royal Society address, Alexander could not have been ignorant of the words sacredness, or the mounting media calls for its use to be safeguarded. Already, by May 1916, a regulation had been passed (under the War Precaustions Act), “making it an offence for any person to use, for the purposes of any trade, business, calling, or profession, the word “Anzac,” or any word resembling it.” Initially intended to discourage the word’s commercial exploitation, these punitive provisions were progressively extended after the war to encompass a much broader range of potentially inappropriate uses.
In short time ‘Anzac’ became one of the few words in the English language ever to have been afforded legal protection, and it was here in Queensland that the Regulation’s legal force was first tested (the newly completed Anzac Memorial Church in Indooroopilly being given a Prime Ministerial reprieve, on the basis that its foundation stone had been inscribed prior to the Regulation’s passage).
With considerable foresight the Regulation’s authors had adequately anticipated and provided for Anzac parks, streets, biscuits and cottages, all of which were within the realms of past and popular experience, Evoxymetopon anzac’s arrival from left of field however would have been difficult to foresee, or prevent. While provision had already been made within the Regulation for trademarks, the naming of species was typically regulated by peak international bodies which operated outside the Commonwealth’s jurisdiction.
If the term Anzac could be appropriated for one new species, then conceivably it could be re-used over and again for any number of other species (or genus)? Which is exactly what occurred.
Alexander’s paper had no sooner been published when, in 1919 on the other side of the world, French arachnologist Raymond Comte de Dalmas described a new ground spider genus (found in Australia and New Zealand) which he named Anzacia.
Anzac variants may well have been applied often since then, the term having even been used to describe insects (Anzac bipunctatus) and plants (the cultivar Callistemon citrinus having been termed ‘White Anzac’).
Queensland Museum staff have also played a part in helping to sustain this century-old practise, ABRIS Research Fellow Michael Rix having described – in 2006 – a tiny spider which he named Flavarchaea anzac….
“The specific epithet refers to Australia’s national day of wartime commemoration, ‘Anzac Day’ (annually on 25 April). This date remembers and honours all Australians who have served and died in war, and originated after Australian and New Zealand Army Corps (‘Anzac’) soldiers landed at the Gallipoli Peninsula, Turkey, on 25 April 1915. The first specimen of this species (QMB S66839) was collected on Anzac Day 2001.”
We may not remember them, as we do those other Anzacs, yet still their numbers grow.
Written by: Christine Robertson, Corporate Communication Officer
If you have ever been snorkelling or diving on the Great Barrier Reef, you would be astounded by the wondrous beauty of the intricate eco-system that happens under the sea.
Written by: Dr John Hooper, Head, Natural Environments
New species of life forms, ranging from bacteria even up to mammals, continue to be discovered across the world on a daily basis. This includes species that make up our Great Barrier Reef (GBR), one of seven natural wonders of the world. So while we may have a reasonably good idea about the numbers and different types (species) of corals and fishes that build and live in the GBR ecosystem, we know very little about the many, probably hundreds of thousands of other species living amongst them – even some very large species, but most very small.
Written by: Marcel Bruyn, Strategic Learning
Sustainability is a cross-curriculum priority of the Australian Curriculum. Sustainability addresses the ongoing capacity of Earth to maintain all life. The AC website states that: “Education for sustainability develops the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.”
In Science: “… students appreciate that science provides the basis for decision-making in many areas of society and that these decisions can impact on the Earth system. They understand the importance of using science to predict possible effects of human and other activity and to develop management plans or alternative technologies that minimise these effects.”
Many Australians live in coastal areas and occupy catchments which supply waterways that empty into the ocean. So there is a direct link between healthy waterways and healthy marine environments, and for much of Queensland that includes coral reef environments.
The catchment and/or marine environments are an ideal foci for a school sustainability program. Here are links to excellent educational programs and resources to support the implementation of a sustainability program in your school:
Organisations and educational programs
- Reef Guardian Schools – Great Barrier Marine Park Authority. The program encourages schools to commit to the protection and conservation of the world heritage listed Great Barrier Reef. The program helps to protect the Reef by promoting their ideas, initiatives and activities to communities to encourage all people to “do their bit to look after it!”. It focuses on: Curriculum offerings; Management of Resources; On-the-ground projects in your school and community and Education of the community. “
- ReefED: online resources and activities from GBRMPA.
- Australian Marine Environment Protection Association: AUSMEPA provides FREE educational resources on this website to help teachers plan and undertake a unit of work about key marine environmental issues, including climate change and storm water pollution.
- Reef Check Australia: The Reef IQ Educational Program includes courses and workshops that allow students to undertake simulated coral reef surveys in the classroom.
- Marine Education Society of Australasia.
- Ocean Life Education ‘Brings the Sea to You’ with fun marine education programs including live marine animals designed to inspire students of all ages to appreciate and take responsibility for the marine ecosystem.
- The Global Learning Centre is a not-for-profit community organisation dedicated to supporting education for justice, peace and sustainability.
- Healthy Waterways: An NGO that provides information and resources on water education in South East Queensland including: information, resources and games.
- The Up a Dry Gully Schools Program challenges primary and secondary students to explore and understand how water must be safe, secure and sustainable for our future.
- CSIRO: CarbonKids is an educational program that combines the latest in climate science with education in sustainability.
- CSIRO Education, North Queensland: Eco-enigma – An environmental case study where the class becomes a scientific team preparing an environmental impact report. By measuring heavy metal levels in fish, analysing silt in a river etc, students find out who is responsible for the environmental health problems of Sunny Valley.
- Department of Sustainability, Environment, Water, Population and Communities: Australian water education resources.
- Sea World (Gold Coast): Excursions and education programs.
- Reef HQ Aquarium (Townsville): Age-specific, innovative curriculum-centred programs include interactive activities and investigation challenges, stimulating inquiring minds to discover all they can about the Reef.
- Brisbane City Council Environment Centres: Downfall Creek Bushland Centre and Boondall Wetlands Environment.
- Education Queensland Environmental Education Centres.
- Exhibitions and school programs at the Queensland Museum & Sciencentre and Museum of Tropical Queensland.
Many local governments have resources and staff to support sustainability education. For example:
- Brisbane City Council, includes Brisbane City Council’s environmental and cultural learning programs and Green Schools.
- Redland City Council: “IndigiScapes helps teachers design units of work so their students can achieve learning outcomes from a variety of curriculum areas. We provide interactive and challenging activities that guide students through an appreciation and understanding of local conservation issues and how they can protect their planet in the future.”
- Gold Coast City Council: School Watersaver Education Program which encourages students to work towards a sustainable water future.
Queensland Museum Resources
The museum has a rich repository of authoritative information and resources, including online content, interactive learning objects, games and school loan kits.
- Biodiscovery and the Great Barrier Reef: Biodiscovery is the quest for bioactive chemicals from living organisms. Investigate some of the factors affecting the survival of reef organisms and how human activities and climate change are having an impact on the reef.
- Backyard Explorer: An invertebrate biodiversity audit resource kit that can support biohealth assessment component of a sustainability program.
- The museum provides loan kits that support object-based learning. For example: Marine Life: Explore a variety of marine life and how they interact with their environment and each other. Investigate interactions between living things and suitability for a marine habitat.
Recently an adult Humpback Whale beached itself on North Stradbroke Island, just 1 km south of the Main Beach Surf Life Saving Club. The cause of death is unknown though it may have been infection-related due to the snagging and embedding of a crab pot around the tail of the whale.
Under the Nature Conservation (Whales & Dolphins) Plan 1997, Queensland Museum is authorised to take, use and keep specimens of cetaceans if they are deemed to be significant. (Cetaceans are marine mammals such as whales, dolphins and porpoises.)
The 14.5 metre whale is a highly significant specimen. After many decades of attending whale strandings, it provided the first opportunity for QM staff to acquire an adult humpback skeleton and tissue samples.
Senior Curator of Vertebrates, Dr Steve Van Dyck, said the whale skeleton had the potential to form the centrepiece of an exhibition in the future, and also be used for research purposes.
Steve and Heather Janetzki (Collection Manager, Mammals and Birds) assembled a small team of QM staff and, with the assistance of University of Queensland Moreton Bay Research Station, DERM (Department of Environment and Resource Management) QPWS (Queensland Parks and Wildlife Service) staff, and representatives of the Quandamooka Land Council, they spent two days flensing and removing the skeleton for the State Collection. (Flensing refers to the removal of the outer blubber layer of whales.) Another day was taken to clean up the mountain of blubber and flesh that remained.
The operation began by removing the lower jaw, then cutting wide incisions into the blubber and muscle then winching these great chunks off the animal to provide access to the neck, in order to cut the muscle away from the bones. A crane was used to roll the skull over. Then when it was released from any remaining tissue, it was dragged into a skip and from here pulled onto a 4WD truck.
Although the whale had been pulled up the beach to the level of the dunes, there was concern among locals that blood and tissue would attract sharks to Stradbroke’s most popular surfing beach.
The rest of the skeleton was retrieved by flensing the blubber off and cutting the muscle from all the vertebrae, using a winch and mini-excavator to pull the ribs out and cart the flesh away for burial.
The skull and skeleton were transported across Moreton Bay to a paddock in Brisbane. From here the bones will be taken to the Museum and macerated in a large boiler for a few days, then dried out. The entire baleen sheets are being preserved. Some soft parts and contents of the digestive system were also collected for other researchers.
Dr Van Dyck said the resulting skeleton was superb, complete and in very good condition. He and Heather are grateful to Tim Powell for transporting the skull and skeleton (separately) to Brisbane, to Stradbroke Ferries for waiving the barge fees to allow Tim to do this, to Geoff Pettingill for his gentle and expert excavator skills, and to Christine Durbidge for the cake she baked.
To learn about the feeding adaptations of marine mammals, including how baleen plates function, view the Marine Mammals video.
Dr Merrick Ekins is the Collection Manager of Sessile Marine Invertebrates at Queensland Museum. He collects Sponges, Cnidarians (Hard, Soft and Black Corals, Anemones, Jellyfish, Zooanthids), Ascidians (sea squirts), Bryozoans, Brachiopods and Hemichordates.
Sessile animals are ones that are fixed in place, at least in the adult stage, and don’t tend to move around from place to place. Merrick is responsible for collection, storage, transport and maintenance of over 50 000 specimens.
Part of Merrick’s job involves deep-sea scuba diving to collect these specimens. He has a Dive Masters certificate and is a qualified Cave Diver. On such dives he may collect fish, sponges, octocorals, ascidians, and hard and soft corals for other QM scientists. For example, specimens may be collected on behalf of or in conjunction with Jeff Johnson (ichthyologist); Dr John Hooper (sponge expert); Dr Monika Schlacher (octocorals researcher); Pat Maher (ascidian researcher); and Dr Carden Wallace (coral expert); and for other international projects such as the Deep Down Under expedition.
Merrick says it is best to preserve the specimens as quickly as is possible on the dive boat. For example, sponges are frozen and octocorals are placed in ethanol. Other animal such as sea anemones and ascidians require more steps such as ‘relaxation’ prior to preservation. Menthol crystals are added to salt water to make these specimens ‘relax’. That is, the tentacles that were previously withdrawn into the central body cavity become everted i.e. they spread out. Then the sea anemones are fixed in formalin, stored in alcohol, and labels attached to the jars. Data about the specimens is entered then into QM’s sessile marine invertebrate database.
The image below shows an ROV (Remotely Operated Vehicle) beginning its dive on Osprey Reef to photograph and grab samples of new species of sponges and octocorals from depths of up to 600m. This device had three video cameras and lights attached to the framework.
Sponges are placed in nitric acid to dissolve the organic material and this leaves the silicone spicules which are essential for identification. The spicules are viewed under the SEM (Scanning Electron Microscope) to help with the identification and classification of the specimen. Sponges are rarely identified on their morphology (body structure) alone.
Identification of octocorals involves dissolving them in bleach which leaves the sclerites. These are then view under a microscope or SEM in a similar fashion to sponges.
Merrick particularly loves diving amongst ocotocorals, gorgonians (sea fans and sea whips) and Bryozoans (lace corals). These can make up fantastic underwater forests, and with all these beautiful bright colours, it’s really like visiting another world. It’s one of those moments of exploring that Merrick loves about science.
Currently Merrick is researching the population genetics of deep-sea sponges found on sea mounts in New Caledonia. A sea mount is an island that didn’t quite make it to the surface and can be as much as 4 kilometres deep. These sponges are found about 200-500 metres below sea level. Merrick is collecting specimens from different sea mounts in the ocean to see if they are related. DNA technology helps with this process.
On our QM website you can find out more about sessile marine invertebrates. Visit our resource Biodiscovery and the Great Barrier Reef to find out about the different types and uses of sponges. Learn more about how genetics and DNA technology help with the identification of species by viewing our Disease Detectives resource.
Merrick has a PhD in the field of molecular genetics in plant pathology, and worked in many varied fields of science before moving to the area of Marine Biology.
To learn more about the jobs that Merrick does, visit his Biography page.