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Male “ghost sharks” — eerie deep-sea fish known as chimaeras that are related to sharks and rays — have a strange rod jutting from their foreheads, studded with sharp, retractable teeth. New research reveals these are not merely lookalikes, but real rows of teeth that grow outside the mouth.
What’s more, the toothy appendage is likely used for mating. Found only in males, the forehead rod — called a tenaculum — is the ghost sharks’ only source of distinct teeth, and it seems to be used to grasp females in much the same way sharks use their toothy mouths in mating.
“If these strange chimaeras are sticking teeth on the front of their head, it makes you think about the dynamism of tooth development more generally,” said Gareth Fraser, Ph.D., a professor of biology at the University of Florida and senior author of the study. “If chimaeras can make a set of teeth outside the mouth, where else might we find teeth?” The team, including scientists from the University of Washington and the University of Chicago, studied both fossils and living specimens to solve the mystery. A 315-million-year-old fossil showed the tenaculum attached to the upper jaw, bearing teeth incredibly similar to those in the mouth. Modern chimaeras collected from Puget Sound revealed the same tooth-growing process on the head, seen in modern-day shark jaws. And genetic testing confirmed they expressed the same tooth-specific genes as oral teeth.
“What we found is that the teeth on this strange appendage look very much like rows of shark teeth. The ability to make teeth transferred onto that appendage, likely from the mouth,” Fraser said. “Over time, the tenaculum shortened but retained the ability to make oral teeth on this forehead appendage.” Fraser collaborated with Washington’s Karly Cohen, Ph.D., and Michael Coates, Ph.D., from Chicago on the study, which was published this week in the Proceedings of the National Academy of Sciences.
As experts in shark evolution and anatomy, the scientists were intrigued by these tooth-filled rods sprouting from the ghost shark foreheads. The central mystery: Is the tenaculum covered in true teeth related to oral teeth or more similar to the tooth-like scales plastering the skin of sharks and some ghost sharks?
CT scans of the fossils and modern chimaeras gave the scientists unprecedented, detailed insights into the development of the tenaculum teeth, which looked remarkably similar to the teeth of today’s sharks. The nail in the coffin came from genetic evidence. The tenaculum teeth express genes found only in true teeth, never in shark skin denticles.
"What I think is very neat about this project is that it provides a beautiful example of evolutionary tinkering or ‘bricolage,’” said Coates, a professor of biology at the University of Chicago. “We have a combination of experimental data with paleontological evidence to show how these fishes co-opted a preexisting program for manufacturing teeth to make a new device that is essential for reproduction." Cohen, a postdoctoral researcher at the University of Washington’s Friday Harbor Labs and first author of the paper, said scientists had never spotted teeth outside the mouth in this way before.
“The tenaculum is a developmental relic, not a bizarre one-off, and the first clear example of a toothed structure outside the jaw,” she said. The bizarre path from a mouth full of teeth to forehead teeth used for mating demonstrates the impressive flexibility of evolution, the researchers say, always ready to repurpose structures for strange and unexpected new uses.
“There are still plenty of surprises down in the ocean depths that we have yet to uncover,” Fraser said.
One year after his pioneering flight aboard Blue Origin’s New Shepard rocket, University of Florida space biologist Rob Ferl, Ph.D., is still processing what it meant — not just for his career, but for science itself.
“What stands out the most is just the overwhelming gratitude,” Ferl said. “It was such an amazing opportunity for a scientist to go to space and actually do science.” Ferl, a professor in UF’s Horticultural Sciences Department, Director of the Astraeus Space Institute, and Assistant Vice President of Research, became one of the first space biologists to fly alongside his own experiment — a moment that marked a new era in researcher-led missions. His suborbital journey provided a rare opportunity to study how terrestrial biology responds to the very first moments of spaceflight.
“For decades, space biology has relied on professional astronauts to carry out experiments designed by scientists on Earth,” Ferl explained. “But to truly understand how biology works in space, I believe you - as the scientist - have to be there. You have to feel the environment.” This September, Ferl and longtime collaborator Anna-Lisa Paul, Ph.D., will be back at Blue Origin’s West Texas launch site, continuing their work with a new series of plant experiments. Ferl and Paul, who directs UF’s Interdisciplinary Center for Biotechnology Research and is a professor in Horticultural Sciences, are tracking fluorescently tagged genes in Arabidopsis plants to study how gene expression changes during the rapid shift from Earth’s gravity to the microgravity of spaceflight and back again. It’s a full-circle moment for Ferl, who remains deeply engaged in the same questions that sent him to space a year ago.
Unpacking the Transition from Earth to Space Ferl’s experiment focused on the early metabolic responses of plants during the critical transition from Earth’s gravity to the weightlessness of space.
“The scientific community has accumulated plenty of data comparing biology in orbit with that on Earth,” he said. “But we’ve known almost nothing about what happens in those first few minutes as organisms enter space and are exposed to microgravity.” Initial results from the flight reveal intense metabolic changes in the early moments of spaceflight. These changes are distinct from, but connected to, the long-term adaptations seen in orbit.
Early Findings, Future Impact While the data from Ferl’s experiment are still on the way to being published, the findings are already shaping the direction of ongoing research. The work contributes to a growing understanding of how terrestrial life, from plants to humans, shares fundamental pathways in responding to the space environment.
“This has real implications for the future of space missions,” Ferl noted. “As we send more people and more biology into space in support of exploration, we need a comprehensive understanding of how living systems adapt — right from the start.” Ferl and his team will return to Blue Origin’s launch site in Texas in September to continue their research, sending an uncrewed payload of plants into suborbital space. The flight carries no humans—but it does carry an automated experiment designed to advance their understanding of plant biology in space. It’s part of a broader effort to refine what Ferl calls “researcher-tended missions.”
A New Course for UF Space Science The mission has not only shaped the trajectory of Ferl’s research, it has also energized Astraeus and the university’s space biology efforts.
“This is about building a new kind of science culture,” Ferl said. “One where the scientists are embedded in every part of the mission, from experiment design to the moment of launch.” As the one-year anniversary of his flight approaches, Ferl remains focused on pushing the boundaries of what science in space can be. But he hasn’t forgotten the magnitude of the moment.
“Even a year later,” he said, “the most powerful thing I feel is just: thank you. Thank you for the chance to go, to see it for myself, and to bring that knowledge back to Earth.”
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For more than 25 years, Holly Lane, Ph.D., has been laser-focused on a global educational goal: to ensure that students worldwide have access to information about reading. Her passion project, known as the University of Florida Literacy Institute, or UFLI, has already improved the literacy skills of more than 10 million children.
What began as a modest classroom tool now has a Facebook community of over 273,000 members; 18 million online toolbox views; and more than 500,000 instructional manuals in classrooms. And as the UFLI brand gains traction, Lane continues to champion what the acronym means and why the program has been so life-changing.
“When you learn to read, you fly,” said Lane, who serves as the UFLI director and a professor of special education at UF. UFLI is an ongoing effort by UF faculty and students to improve literacy outcomes for struggling students by addressing two key areas: reader development and teacher development. The program began in 1998 as a tutoring model for beginning readers working with Lane’s pre-service teachers. The idea was that, if teachers understood how to employ effective, evidence-based practices in a one-on-one tutoring session, they could transfer those skills to their small-group or classroom instruction. However, some teachers struggled to make that transition, so a dedicated small-group lesson model was created.
That foundation eventually expanded into a dyslexia support program and caught the attention of a surprising partner, best-selling author and philanthropist James Patterson. Known worldwide for his literacy advocacy and generous support of reading initiatives, Patterson has become a key benefactor for the program.
When the COVID-19 pandemic hit, a challenge turned into a breakthrough. UFLI started its Virtual Teaching Resource Hub and, in the first week, about 70,000 teachers visited the site and downloaded materials. The turning point came when a school in St. Augustine reached out to UFLI, asking for professional development.
“I said, ‘Well, what if we planned the lessons for you instead of teaching you how to plan these lessons?’” Lane said. What followed was what Lane called her “accidental phonics program.”
“They ended the year with the best scores they'd ever seen, better than their pre-COVID scores, and that was unheard of,” Lane said. That success led to an effective district-wide pilot in Alachua County with 21 elementary schools. UFLI leaders decided to publish the contents of the program and create a manual that individual teachers could purchase. This concept boomed, and the program even made waves overseas.
“Starting with the virtual teaching hub… we had a huge following in Perth and in Melbourne, and now we have an Australian edition of the manual,” Lane said. “We’ve been in every state and every Canadian province and territory, but we're also now in something like 60-some other countries.” Patterson has continued his support by directing efforts toward expanding UFLI’s reach in Florida, aiming to bring the program to every district in the state. Looking ahead, Lane is especially excited about UFLI’s new technology.
“We're calling it our assessment and planning portal,” Lane said. “Teachers assess two skills a week, and they enter their data into this program and it spits out small-group lesson plans for the following week that target specific needs of their students.” The data input system is highly advanced, requiring the teacher to simply hold up work in front of a webcam, and the system then reads the student handwriting and imports the data. The program’s structure also ensures that students apply new concepts daily and revisit them regularly.
But behind it all is a deeply connected community. For Lane, the success of UFLI boils down to people.
“We have an amazing team here,” Lane said. “If anything, that's my superpower, finding really good people who are really good humans but also really good at what they do.” For more information about UFLI, visit ufli.education.ufl.edu.
