Event name: American Museum of Natural History

Event time and place: 11/16/24 New York, NY


Picture of Vivian, Laurel, and Tanya (me) taken by Unisha at the museum in the dinosaur exhibits
For the first activity at the American Museum of Natural History, my classmates and I attended an informative tour of the dinosaurs by Dr. Holtz. At the start of the tour, Dr. Holtz noted that the museum's dinosaur exhibitions are currently organized according to evolutionary relationships, similar to a family tree, rather than by various periods and eras. This combined with the numerous digital and physical models helps us better understand the anatomical points common to all dinosaurs throughout history and better grasp the differences between these creatures of our past. As we visited different halls of fossils, Dr. Holtz spoke of the separation of branches of dinosaurs based on their diets: carnivores vs. herbivores. For example, he mentioned how many herbivores often evolved to have longer necks to reach higher vegetation (e.g. trees) to feed. This was possible due to them having hips like humans and their legs under their hips growing taller. By contrast, Dr. Holtz revealed that carnivores like the allosaurus and tyrannosaurus rex were generally faster and had larger, more solid skulls as well as powerful hands to catch and kill their prey effectively.

The next tour we attended together was the collections core tour led by Dr. Fletcher. During this tour, Dr. Fletcher discussed the collection and preservation of specimens. He informed us that specimens are extremely useful in extracting DNA, and with the help of modern technology, we can collect additional data and information about these organisms. Moreover, we can study evolutionary processes and developments with these results. Dr. Fletcher highlighted the box turtle as an example of a specimen that was collected and preserved for the museum. Shells belonging to dead box turtles were collected from Long Island and brought to the museum where genetic diversity within the species is being studied now. Dr. Fletcher also referenced the preparation of various specimens through learning and staining. These techniques are often utilized for the preservation of seahorses and fish. It involves clearing out tissues through chemical washes and staining bones and cartilage to see the skeletons and compare them to other species’ skeletons. With the collection of natural history specimens, many ethical questions arise and must be considered. There are concerns about taking life for scientific and educational research, the impact on endangered species populations, and whether the proper acquisition methods are used in collecting the specimens. However, with proper care and techniques, much knowledge and expertise can be gained by viewing and analyzing these samples and better enhancing our understanding of the natural world.

As for our self-guided tours, we visited the rocks and minerals exhibitions where there were countless unique and colorful displays present. Minerals were organized and displayed based on their chemistry, origin, and age (in chronological order). This specific arrangement conveyed a more simple and clear understanding of the items and made the experience more enjoyable. There were many plaques with diagrams showing the chemical composition of the items and where they originated from. An example was when we saw the display for salt (sodium chloride, also known as halite), one of the most common minerals around us. I was informed that salt crystalizes as saltwater evaporates and is typically found in deposits of sylvite, gypsum, and other salts. The plaque for the display emphasized the importance of salt by stating that it provides our body with sodium and chloride ions and strengthens our bodies (e.g. regulation of nerve and muscle functions). Another item we saw was stibnite, a gem discovered in China that is known for hundreds of bladlike crystals. Atoms of antimony and sulfur combine in a regular arrangement in the building blocks of the gem, called the unit cell, which helps to define the gem’s structure. The unit cells repeat in a three-dimensional pattern to form the crystals. In addition to learning about the structural aspects of rocks and minerals, we were exposed to the hardness scale (1 being the softest and 10 being the hardest), a system used to measure the relative damage resistance of gems and minerals. For example, we gathered that diamonds have a hardness of 10, making it the hardest substance known due to carbon atoms being held together extremely tightly.

To conclude, I deeply enjoyed this experience at the American Museum of Natural History. I admired how the museum encompassed so many different fields within the realm of the natural sciences, from fossils to rocks and minerals to different groups of organisms. The many diagrams and artifacts were a key part of this. In addition to these aspects, there were both digital and physical/printed plaques that catered to all groups of people with different education levels and generations. An example of this was the interactive digital screen in the rocks and minerals hall, which allowed folks, especially children, to better understand the chemical compounds and bonds that make up the rocks and minerals. Lastly, I appreciated the presence of signs written in different languages for those who do not speak English as their first language. This further allowed people from other backgrounds to be a part of the educational experience.