Cutting invasive seed heads

One of the Intern Program’s biggest events of the year is our annual trip to Pepperwood; that is used not only to build bonds of friendship and teamwork between the newly hired interns and the veterans of the program but also to reinforce the camaraderie that the program shares as a whole. This year’s trip took place from June 18^th through the 20^nd and was the first big trip for the 6 new interns hired this year.

At Pepperwood there is never a dull moment. Whether we are kicking around a soccer ball, going on a hike to a vernal pool, or engaging in one of the many energetic group building activities planned for the trip, everyone enjoys their time there. The numerous events that populated our trip were not only fun but also educational, teaching us how to work with each other outside of work but also in simulated work environments.

At the California Academy of Sciences, we strive to maintain a sustainable lifestyle, often times trying to leave any place we use in a better condition than how we found it. We attempt to accomplish this at Pepperwood by working on a restoration project to renovate the surrounding landscape. This year’s project involved collecting native grass seeds and eliminating seed heads of an invasive species. This helps to preserve not only any native species that are endemic to that area but also the many animals that rely on that specific plant directly or indirectly.

Playing a game of "Shark Island"

On our last night we were treated to a private showing at the Hume Observatory at Pepperwood. Above all, this was the most spectacular event of the whole trip. Far away from the soft glow of San Francisco, we were able to see many stars, planets, and objects in the night sky we had never observed before.

After our long ride back to the Academy, everyone was glad to be home, but the exciting time we had at Pepperwood is something we look back on even now as a defining event in our intern career. Hopefully next year’s trip can live up to the expectations that have been made by this year’s. All we can do is wait expectantly for the new batch of interns to be selected.

Dr. Griswold examining an insect on the beating sheet

As interns headed out to do some field work, Dr. Griswold demonstrated three different collecting techniques using corn starch puffers, beating sheets, and sifters.

Corn starch puffers are small bulb pipettes that blow small amounts of powdered corn starch to help expose and detect spider webs. Beating sheets are made up of heavy duty cloth held together by two wooden sticks. They are used primarily for trees, branches, and bushes to help shake insects out for collection. Sifters are used for sifting out insects hiding in dirt and fallen leaves on the ground.

Lesley sifting out insects

Hadrian using a corn starch puffer

Learning about UC Berkeley's buildings

During the tours, interns were led by student guides around the campus, dorms, and lecture halls. At USF, interns also visited the library—complete with computers, couches, and tables—as well as a glimpse of class rooms, study halls, and the fitness center which included a gym and fairly large swimming pool. At the end of the tour, interns were able to experience first hand what it is like to eat in a dining hall.

Touring at Dominican University

Interns also learned about a wide range of majors available in college as well as information on office hours offered by professors. The information interns received from the college tours helped give interns an idea about what kind of college they want to attend while taking in consideration the college campus, student diversity, extracurricular activities, and majors offered.

The college tours enabled interns to get a glimpse of life in higher education. We got to tour campuses, eat in dining halls, and see dorms, class rooms and lecture halls. As we visited each school, we asked many questions about academic offerings and student life on campus. The experience gave us insight into how fun yet challenging and rewarding college can be.

Receiving a tour of UC Davis from a former intern

Eric talking about science

The Spiny Dogfish is a bottom-dwelling shark that may be found in temperate waters close to shores worldwide. It feeds on smaller fish, octopus, squid, crabs and jellyfish and becomes sexually mature between six to twelve years old. Before starting the lab, we were split into pairs and used various tools to learn about the exterior of the shark. We learned that it has pectoral fins, which help it swim more efficiently. The Dogfish also has spiracles, which are these very small openings that force water across their gills allowing them to remain stationary at the bottom of the ocean. The lateral line, which is common in most sharks, allows the Dogfish to feel vibrations and detect its prey. We were taught about the various planes and directional terms of the Spiny Dogfish. At plain sight, not a lot of physical characteristics can be seen but when an in depth look is taken, many of the small details come to life. You could actually see the spine of the Dogfish along its back!

The following week, Dr. John McCosker, Academy Sr. Scientist and Chair of Aquatic Biology and Dr. Meg Burke, Director of Education, taught us about the inside of the Spiny Dogfish as we dissected (cutting into) the shark. Intern Nicolette Ng made a startling discovery, “I opened up the dogfish’s stomach and inside I found a smaller fish compacted into the same shape as the stomach!”

The idea that people make these kinds of discoveries everyday as marine biologists is very interesting. It provides us with a first hand experience of what breakthroughs we could be a part of when we have a career in science. These trainings were very exciting to me because I have never dissected a shark before. Being a biologist seems like it would be a rewarding career due to the fact that you are able to discover something new everyday!

Yoni and Dina taking measurements

Some of the main rules for handling reptiles are:
•    Keep good hygiene when handling any reptiles so always try to wash your hands with soap and water or use hand sanitizer.
•    Be calm and relaxed.  If you don’t feel comfortable handling the reptile, then it’s probably not a good idea for you to handle the reptile that day or until you feel comfortable because the reptile in which you are handling can sense if you are nervous.
•    Check that the reptile itself is calm and/or relaxed.  By making sure that the reptile is relaxed, you reduce the chance of getting bitten.
•    when you are handling reptiles for the public, you want to make sure that you have the head facing away from the public.
•    You also want to make sure that you are supporting the majority of the reptile’s weight because you can cause some serious injuries to the spine.

Brenda taught us that when you are handling reptiles you should always keep in mind that you have the risk of getting diseases like salmonella.  Salmonella is a type of bacteria that passes from the feces of people or animals to other people or animals.  This is why it is important to wash your hands. Of course not all reptiles carry salmonella, but we treat them as if they all had this disease because it’s better to be safe than sorry. Knowing how to keep good hygiene to prevent salmonella contamination and knowing how to keep people and the reptiles safe, is very important so that everyone has a good experience.

Handling reptiles properly is a very important skill for us, especially when we are teaching in after school programs and on the floor.

The parts of an insect from Incredible Insects

To prepare for teaching the lessons, Interns attend trainings to learn about the curricula and different teaching styles. When we teach the students, our older Interns give the actual lessons while the newer Interns observe. This gives the newer Interns the opportunity to gain a better understanding of different teaching styles, to see how the lessons are run, and how to control the classroom. Teaching in the classroom gives Interns practice for teaching on the public floor and helps us improve our public speaking skills.

Teaching about shark anatomy

We have taught at organizations including the Hamilton Family Center, Jose Ortega Elementary School, Gilman Recreation Connect, Garfield Recreation Connect, West Sunset Recreation Connect, Hayward Recreation Connect, and the Asian Women’s Resource Center. If you would like the Interns to visit your school, program, or recreation center, please contact Eric Godoy, the Careers in Sciences Manager, at 415-379-5109 or by email at

egodoy@calacdemy.org.

Pacific mole crab, aka sand crab

The two main reasons we participate in this monitoring program are:

We collect and monitor the sand crabs because they are an important link in beach ecosystems; they are prey for shore birds, fish and sea otters. More importantly, sand crabs are intermediate hosts to Acanthocephalan parasites. If the sand crab is infested with parasites and then is consumed by a bird, fish or sea otter, then this new host becomes infected as well, which can lead to death.

The parasite in the body of the sand crab

Interns get hands-on experience in performing real research, such as collecting and dissecting specimens as well as data entry.

 Samples are collected once a week between June and August from the same area on Ocean Beach. We take ten samples from five random transects in this area. If the Interns find any sand crabs, we record the sex and length. After we finish, we pick fifteen sand crabs of varying size and sex to bring back and dissect.

Surveying the scene at Ocean Beach

Collecting a sample

While we are dissecting the sand crabs, we record information such as the size, sex of the crab, where and when it was collected, and how many parasites are found. When we finish dissecting the sand crabs, we send the data to the Gulf of the Farallones National Marine Sanctuary. They receive data from many other volunteer and school groups. This helps the researchers see the bigger picture and observe long-term changes and trends.

Dissecting the sand crab

The Intern Program started in 1996 and, as of 2008, has had 144 students pass through its doors.  We are committed to increasing the diversity in the scientific community and changing the common perception that science is only for the elite.  We encourage teens that are interested and/or typically under-represented in the sciences to participate in the Intern Program and to be part of the scientific community.  Students have gone on to pursue degrees in Biology, Genetics, Computer Programming, Engineering, Political Science and many others.

In this blog, various Interns will share their experiences in the Intern Program, ranging from field trips and research experiences to trainings and many other activities.  We hope our readers get a better idea of what the Interns do at The Academy!