What field(s) of science and aspect(s) of the Natural World are presented (and/or explained by Holtz/Merck)? Be specific! Paleontology and the anatomy of dinosaurs, evolutionary aspects and evolved relatives. Comparisons between herbivores and carnivores. You can also see connections to modern animals.
What specific concepts or discoveries are portrayed (and/or discussed by Holtz/Merck)? Relationships between ancestors of certain species and similarities between their anatomies. By comparing the different anatomies you can see how different herbivore and carnivore dinosaurs are and how similar dinosaurs within those groups are. Holtz pointed out how a lot of dinosaur features are seen in birds.
How does the hall (or presentation) convey information relevant to 2 above: give specific examples of specimens, drawings, texts, graphics, etc. Graphics of the walls with trees including the species and bone development between relatives. They also put related species in each exhibit such as the raptor exhibit and the birds it’s compared to.
What education level do you think the hall is aimed at, and why? It can be aimed at all levels but, to really understand I would say late middle school level. The graphics are easy to understand but little kids are more interested in the big dinosaurs. To what degree does the exhibit include “interactive components” (e.g., hands-on activities, computers, etc.)? [If the hall doesn’t, please suggest an interactive component they could use!] There are touchscreens and fake bones you can touch.
Do you find that the interactive components were effective at conveying the information? If yes, explain how (using specifics); if no, explain why not (again, using specifics). I think they are, the touching allows a personal connection to how the bones may feel. The touch screens I never got a chance to use were mobbed by little kids but they seemed informative of species featured and species related to them that are not featured.
On your tour, did Holtz or Merck point out instances where the display information was out of date? How would the display have to change in order to bring it up to date? Explain if the changes would be easy (revise a computer display), moderately difficult (swap out some physical aspect of the display), or very difficult (changes to the locations organizational layout of the exhibits or room.) One skull says it’s the diplodocus but it’s actually some dinosaur that starts with G that I can’t spell. The sign was made in the 90s so it’s outdated and incorrect.
MERCK TOUR
What field(s) of science and aspect(s) of the Natural World are presented (and/or explained by Holtz/Merck)? Be specific! Evolutionary aspects of early vertebrate anatomy.
What specific concepts or discoveries are portrayed (and/or discussed by Holtz/Merck)? At the beginning of the tour merck talked about the evolutions of jaws and skull structure in the origins of vertebrates. He also covered how fins from fish can be seen to be transformed into feet. Meaning how vertebrates eventually reached land.
How does the hall (or presentation) convey information relevant to 2 above: give specific examples of specimens, drawings, texts, graphics, etc. They have fossils and models of the skull and jaw structures. Graphics as well.
What education level do you think the hall is aimed at, and why? After both tours I realize this is more of a highschool and college level museum. It’s more for learning purposes beyond just looking. Young kids can still enjoy it but, for learning purposes and getting the most out of the experience this is for sure for older people.
To what degree does the exhibit include “interactive components” (e.g., hands-on activities, computers, etc.)? [If the hall doesn’t, please suggest an interactive component they could use!] They have a model plastic skull of an early shark ancestor and amphibian you can touch. I wish it had touch screens that clearly showed the evolution of fish and other vertebrates. I feel like that was a missed opportunity.
Do you find that the interactive components were effective at conveying the information? If yes, explain how (using specifics); if no, explain why not (again, using specifics). I don’t think they do, they aren’t like dinosaur bones, they are just plastic models of animals. The models really don’t add anything to the exhibit; they are just there for kids to touch.
On your tour, did Holtz or Merck point out instances where the display information was out of date? How would the display have to change in order to bring it up to date? Explain if the changes would be easy (revise a computer display), moderately difficult (swap out some physical aspect of the display), or very difficult (changes to the locations organizational layout of the exhibits or room.) The plesiosaur is put next to the turtle exhibit because it was thought by the curator that they were related but discoveries have shown that it is not at all. It would be best for it to be moved.
MY TOUR What field(s) of science and aspect(s) of the Natural World are presented (and/or explained by Holtz/Merck)? Be specific! The hall I am visiting is the Hall of North American Forests. It is not just regular tree forests but also forests of cactuses it is supposed to represent all different types of biomes around the continent.
What specific concepts or discoveries are portrayed (and/or discussed by Holtz/Merck)? For each showcased region there are typical plants and animals that can be found here using dioramas. They also show the natural cycle of life that happens in the soil and on the surface. This is all supposed to show a modern history of what is happening today.
How does the hall (or presentation) convey information relevant to 2 above: give specific examples of specimens, drawings, texts, graphics, etc. They use dioramas such as a giant mass of dirt that shows all the layers of decomposition and animals living underground. They also had a giant cross section of a tree that was massive. What education level do you think the hall is aimed at, and why? I would say middle school to elementary. It is easier to understand evolutionary aspects in the halls with extinct animals.
To what degree does the exhibit include “interactive components” (e.g., hands-on activities, computers, etc.)? [If the hall doesn’t, please suggest an interactive component they could use!] There are multiple touchscreens and things you can touch. Do you find that the interactive components were effective at conveying the information? If yes, explain how (using specifics); if no, explain why not (again, using specifics). I think they are. I see a lot more kids using them than in the dinosaur hall. There are a lot of dioramas with stuffed animals in them with a sort of search for the animal game associated with it. It is kind of like a zoo trying to spot the animal in the exhibit thing kids often do in zoos.
On your tour, did Holtz or Merck point out instances where the display information was out of date? How would the display have to change in order to bring it up to date? Explain if the changes would be easy (revise a computer display), moderately difficult (swap out some physical aspect of the display), or very difficult (changes to the locations organizational layout of the exhibits or room.) I can’t tell if things are out of date but, I am sure since it is up to date because the information is about the modern environment.