Museum Visitors Interact with Explore Evolution Exhibitionexplore-evolution.unl.edu/MuseumVisitorsInteractEEE072506.pdf · Museum Visitors Interact with Explore Evolution Exhibition

Museum Visitors Interact with Explore Evolution Exhibition

Formative Evaluation Report for the

Explore Evolution Project

by Amy N. Spiegel, E. Margaret Evans, Wendy Gram,

Brandy Frazier, Deborah Kay, Cindy Loope & Linda Allison

December 2005

Explore Evolution Evaluation Team: Amy N. Spiegel, Ph.D., University of Nebraska-Lincoln

E. Margaret Evans, Ph.D., University of Michigan Wendy Gram, Ph.D., University of Oklahoma

Prototype Data Collection Team:

Linda Allison, E. Margaret Evans, Brandy Frazier, Deborah Kay, Cindy Loope, & Amy Spiegel

This material is based upon work supported by the National Science Foundation under Grant #0229294. Any opinions, findings and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation (NSF).

© 2005 Please do not quote without permission

Contents

Executive Summary...................................................................................................... iii I. Introduction ................................................................................................................1 Purpose of the Evaluation ........................................................................................1 Evaluation Questions and Instruments...................................................................1 II. Description of Explore Evolution Project...............................................................1 III. Methods ....................................................................................................................2 Participants and Procedures....................................................................................2 Demographics............................................................................................................4 IV. Results.......................................................................................................................6 Introductory Panels and Key Evolutionary Terms ...............................................6 Visitors Movement through the Gallery.................................................................7 Introductory Panels ..................................................................................................8 Exhibit Units Featuring Scientists and Organisms Studied..................................9 HIV.................................................................................................................9 Diatom............................................................................................................9 Ant/Fungus ..................................................................................................10 Fly .................................................................................................................10 Finch.............................................................................................................11 Human..........................................................................................................11 Whale ...........................................................................................................12 Overall Responses ...................................................................................................12 V. Conclusions ..............................................................................................................13 References .....................................................................................................................14 Appendix A. Instrument and observation forms ......................................................15 Appendix B. Museum directors’ comments on exhibit (notes from E. Margaret Evans) ..............................................................................21 Appendix C. Responses to questions on each organism and overall exhibit ..........22

i

Figures and Tables Figure 1. Number and types of participating interview groups ...............................4 Figure 2. Ages in years of participating youth............................................................5 Figure 3. Participants’ estimated number of visits to museum in the last year ......6 Figure 4. Number of minutes observed visitors spent in Explore Evolution Exhibition.......................................................................................................6 Figure 5. Typical movement pattern of visitor in Explore Evolution Exhibition ...8

Table 1. Total and museum-specific percentages of participants with different levels of education as compared to general natural history museum visitors ............................................................................................5

ii

Museum Visitors Interact with Explore Evolution Exhibition: Formative Evaluation Report for the Explore Evolution Project

Spiegel, A. N., Evans, E. M., Gram, W., Frazier, B., Kay, D., Loope, C., & Allison, L. December 2005

Executive Summary

Explore Evolution is a project funded by the National Science Foundation to make

evolution accessible to young people and the general public. It includes development of permanent museum exhibit galleries, publication of an activity book for middle school aged youth, collaboration with 4-H youth organizations, and construction of a website. This report focuses on the formative evaluation of the exhibit gallery. The other elements of the formative evaluation, including trial testing of the activities included in the book, are not included in this report. The formative evaluation of the full-scale prototype of the Explore Evolution Exhibition took place in October 2004. The purpose of the evaluation was to assess strengths and limitations of the exhibit and to provide feedback both to the exhibit developers and the museum directors. Data were gathered about visitor understanding and reactions to improve the exhibit. Visitor observations and interviews with both adults and youth across a two-day period were conducted at the Science Museum of Minnesota, where all prototype components were on display October 20-25. A total of twenty-eight interviews were conducted, involving thirty-seven visitors. In addition, sixteen of those visitors were tracked as they moved through the exhibit. Visitor demographics appeared similar to other museum visitor studies, although a slightly larger percentage of visitors in this study listed high school as their highest level of education. Visitors spent, on average, twenty-one minutes at the exhibit, and two-thirds of them spent time at every one of the seven organism units. Visitors typically followed the route intended by the designers of the gallery, moving from the virus, the smallest organism, clockwise around the gallery, looking at each successively larger organism. Very few visitors were observed spending time at the panels in the middle of the gallery that explained the overall evolution principles of variation, inheritance, selection and time. With respect to visitor understanding of evolution, we found that highlighting specific research projects and the scientists working on them provided an engaging framework for visitors. In most cases, visitors were able to connect with the scientists and describe the main points of the different research components presented. When asked what the main point of the exhibit was, all of the adults interviewed included “evolution” in their answers, and just over half of the youth interviewed identified “evolution” as the primary theme of the exhibit. There was some variation in which organisms and related research that visitors were able to explain. For example, sexual selection with the Hawaiian flies and the co-evolution of the ant and its partners were more difficult for visitors to grasp than the similarity between chimp and human DNA and the idea of whales evolving from land mammals. Overall, visitor reaction to the exhibit was positive. Visitors spent time looking at the specimens and touching the models, as well as interacting with the manipulative components, indicating that the overall concept of the lab benches was successful in

iii

drawing visitors in. Visitors said they liked the general appearance of the exhibit, and were mostly able to understand the graphics. They enjoyed the interactive components of the exhibit and wanted even more hands-on activities. Specific findings for each organism included both strengths and areas that needed improvement. While the models and specimens were well-received across almost all the organism units, some adjustments were recommended. These included reworking the whale bone display to make it more understandable, and fixing the focus on the diatom microscope to be easier for visitors to use. Specific glitches in the interactive components also needed to be worked out, to make them more understandable and user friendly. For example, visitors were unable to understand how to use the gel interactive at the HIV unit and visitors had difficulty working with fly interactive audio activity. In addition, some visitors found the text difficult to understand, with too many unfamiliar terms. As a result of the evaluation, a number of logistical, mechanical, and presentation changes were suggested. These included reorganization of the introductory panels and the addition of an attractive visual model (the DNA model), modifications to the presentation of some concepts, and, where possible, reduction in the amount and complexity of the text. Recommendations resulting from the formative evaluation of the full-scale prototype were incorporated into the final Explore Evolution Exhibition. The process of the prototype evaluation, including the collaboration of the evaluators, exhibit developers, available scientists, museum directors and staff, and the project director provided timely and valuable feedback to make the exhibit more accessible and educational for future museum visitors.

iv

Museum Visitors Interact with Explore Evolution Exhibition: Formative Evaluation Report for the Explore Evolution Project

Spiegel, A. N., Evans, E. M., Gram, W., Frazier, B., Kay, D., Loope, C., & Allison, L. I. Introduction This report is one in a series of evaluation reports on the Explore Evolution Project, funded by the National Science Foundation. It summarizes the formative evaluation of the full-scale prototype of the Explore Evolution Exhibit, which was conducted at the Science Museum of Minnesota. Prototype evaluation is recommended in museum exhibit design to refine and improve the exhibit during the actual fabrication of the components (McLean, 1993; Taylor, 1991). Visitor feedback on a mock-up or early version of the exhibit provides important information about visitor reaction and understanding of the exhibit, and visitor interaction with the manipulatives. It can identify problems or issues so that they can be addressed before the final exhibit is completed. While many prototype evaluations, when conducted, are on single exhibit units or portions of a gallery, the Explore Evolution prototype evaluation was conducted on the entire gallery. This enabled visitors to see each section in the context of the whole exhibit. The prototype evaluation was designed by the Explore Evolution evaluators, in consultation with the project director Judy Diamond, to gather data from museum visitors about the exhibit and provide feedback to the exhibit developers, museum partner directors, and project director. The formative evaluation results were used to improve the final version of the Explore Evolution Exhibit. Purpose of the Evaluation: The evaluation was designed to assess strengths and limitations in the exhibit and to provide feedback to both the exhibit developers and the museum partner directors. The primary purpose of the evaluation was to gather data about visitor understanding and reaction to the exhibit to improve the exhibit.

Evaluation Questions and Instruments The fundamental questions guiding this evaluation were:

1. What are the strengths and limitations of the exhibit? 2. What changes should be made to improve the exhibit to increase visitor interest

and comprehension? II. Description of Explore Evolution Project

Explore Evolution is a project funded by the National Science Foundation to make evolution accessible to young people and the general public. It encompasses a consortium of six museums in the Midwest and South working together with five statewide 4-H programs, and includes development of permanent exhibit galleries, publication of an outreach book by the National Science Teachers Association Press, collaboration with 4-H youth organizations, and construction of a website. The museum partners are: Exhibit Museum of Natural History at the University of Michigan, University of Kansas Natural History Museum and Biodiversity Center, Sam Noble Oklahoma Museum of Natural History at the University of Oklahoma, Texas Memorial Museum at the University of Texas at Austin, University of Nebraska State Museum, and

1

Museum Visitors Interact with Explore Evolution Exhibition Explore Evolution Prototype Evaluation, 2005

the Science Museum of Minnesota. The focus of the project is seven research projects that have made a major contribution to our understanding of evolution. For more details about the development of the project, see Diamond, et.al (2004).

This prototype evaluation focuses solely on the exhibit portion of the project. Specifically, the exhibit gallery covers the seven selected current research projects on evolution. These are: the work of Charles Wood on the rapid evolution of HIV, Edward Theriot and Sheri Fritz on the emergence of a new diatom species in the fossil record, Cameron Currie on farmer ants and their coevolving partners, Kenneth Kaneshiro on sexual selection among Hawaiian flies, Rosemary and Peter Grant on Galapagos finches, Svante Pääbo and Henrik Kaessmann on the genetic ties between humans and chimps, and Philip Gingerich on fossil discoveries of walking whales. The new permanent interactive exhibit galleries are designed to give visitors an opportunity to experience aspects of the research conducted by the scientists. These seven research projects were selected in part because they focus on different organisms (virus, diatom, ant/fungus, fly, finch, human, and whale), which range from the microscopic to the largest of all mammals and yet they all illustrate a common set of evolutionary principles. When the exhibit units are complete, each partner museum will have a permanent Explore Evolution gallery.

III. Methods

To answer the identified formative evaluation questions, two types of data were collected. First, an observational protocol was developed to record visitors’ movements through the exhibit. Evaluators recorded how much time participating visitors spent at which exhibit units, and how they interacted with the different components of each unit. Second, visitors were asked open-ended questions about their understanding of the content, about how they interpreted and used the information presented, and their opinions about the exhibit. A portion of the interview was taped, to allow for more detailed information to be recorded. Demographic information was also gathered. Instruments used are included in Appendix A. In addition to the questions on the protocol, follow-up questions were also used when necessary to clarify and gather detail on visitors’ responses.

Both adults and youth were targeted participants in this evaluation study. Since middle school level youth (aged 10-15) were a particular target audience for this exhibit, this was the minor age group targeted for inclusion in the evaluation.

Participants and Procedures

Prototypes of the entire set of units for the Explore Evolution Exhibit were set up at the Science Museum of Minnesota for review October 20-24, 2004. At this prototype review, a team of seven evaluators gathered data from museum visitors through observations and interviews over a two-day period. All procedures and instruments were approved by the University of Nebraska Institutional Review Board prior to data collection. See appendices for a copy of the observation and interview protocols.

Data were collected in two parts. The first part (Part A) comprised a complete observation and interview protocol, and sixteen visitors participated in Part A. This data collection took place on the first day and the morning of the second day. The second part

2


was a more focused interview that did not involve observation, and twenty-one visitors participated in Part B. This data collection took place on the second day. Part A: Museum visitors were selected at random from nearby galleries or were asked to participate as they entered the Explore Evolution Gallery. These selected museum visitors were given a brief overview of the purpose of the research, informed of their rights as study participants, and then asked if they were willing to be included as participants in the study. The participants were then asked to visit the exhibit, taking as little or as much time as they wanted, visiting whichever units and components they chose. During this time, each participant’s movements and interactions with others in the gallery were observed and recorded by an evaluator. The amount of time the visitor spent at each unit, the order in which he or she visited the different units, and the manipulatives with which the visitor interacted were recorded. (To clarify how “unit” is being used for descriptive purposes in this report, each “unit” comprises the group of gallery components focusing on a particular scientist’s research and the organism(s) studied; for example, the HIV unit includes the large model, the lab bench with two interactive activities and informational back panel about the scientist, and a panel explaining the research on the evolution of the organism.)

When participants were done with their visit to the Explore Evolution Gallery, the evaluator walked with the visitor(s) back through selected units within the exhibit to ask specific questions about different components. Typically, interview data on two or three units were gathered from each visitor. Then afterward, in a private area off the gallery, visitors were asked about the meaning of the exhibit and specific questions about the different components of the exhibit units. Data gathering for Part A took place over the course of one and a half days. A total of sixteen visitors participated in these individual observations and interviews. Part B: Because of the very limited time-frame of the data collection period (two days), the data gathering first was broader in scope and then became more focused as specific data needs surfaced. On the second day of data collection we asked visitors to visit particular components for which we needed more specific or additional visitor feedback. In addition, although the evaluation protocols were originally designed for data to be gathered one visitor at a time, during Part B of the actual data collection, all or multiple members of family groups were often eager to contribute their opinions. Because of this and the nature of the formative evaluation, data on multiple subjects was sometimes gathered at one time (for example, a father-daughter dyad). A total of twenty-one individuals participated in Part B during twelve group interviews.

At the conclusion of the every interview, participating visitors were given a $5 gift certificate to the Science Museum of Minnesota Store.

For each unit within the exhibit, data from six to fifteen visitors were gathered. For example, ten visitors responded to specific questions about the HIV unit. After the data were collected, the evaluators met together to summarize their findings. Specific recommendations were made about each exhibit unit, both in terms of strengths and limitations. These findings were presented to the museum directors and the exhibit fabricators, for their information and discussion, and decisions about changes were made

3


with these data in hand. The museum directors also had comments about the exhibit, and a summary of their suggestions about overall issues is included as an appendix to this report. Demographics Altogether, interview data were gathered in a total of twenty-eight interviews, involving thirty-seven visitors, nineteen adults and eighteen youth. Interview groups included adults alone, youth alone, adults and youth together and adults together. See Figure 1. for a breakdown of these interview groups. At the conclusion of each interview, the visitor (or the visitor’s parent, if the visitor was a minor) completed a demographic form (note that some of the totals do not equal 100% because of missing data).

Number and Types of Participating Interview Groups

02468

1012

Adult alone Youth alone Adult withone youth

Adult withtwo youth

Group oftwo adults

Types of interview groups

Num

ber

of e

ach

grou

p ty

pe

Figure 1. Number and types of participating interview groups.

Adult sample: The nineteen adult visitors’ ages were: 18-24 years (21%), 25-40 years (21%), 41-64 years (53%), and 65+ years (0%) (one visitor did not report age). Educational levels completed by the visitors consisted of: high school (21%), 2-year college or vocational school (11%), 4-year college (42%), and graduate school (26%). See Table 1. for a comparison of the study sample education levels to other museum visitors.

4


Table 1. Total and museum-specific percentages of participants with different levels of education as compared to general natural history museum visitors. Highest Education

Level Formative Evaluation

Sample

Natural History/Science

Centers1

Smithsonian2

High School 21% 12% 9% Some College or

completed College353% 54% 50%

Graduate School 26% 33% 42% 1Data from Korn, R. 1995. “An analysis of differences between visitors at natural history museums and science centers,” Curator, 38: 150-160. Summary data from visitors surveyed at two natural history museums and two science centers. 2Data from “Results of the 2004 Smithsonian-wide Survey of Museum Visitors,” (October, 2004), Washington, DC: Smithsonian Institution, Office of Policy and Analysis. 3 Note that this category represents a combined category including “2-year college or vocational school,” “associate degree,” “one or more years of college but no degree,” and “4-year college degree.”

Only one participant, who was working on a biology/museums study degree, was

involved in a biology-related profession; the other occupations were classified as science or engineering (n=1), education (n=7), homemaker (n=3), other professional (n=2), self-employed (n=2), laborer (n=1), and unemployed (n=1). Eighty-four percent had a religious affiliation; 16% did not. The median number of museum visits per year was 3 (range:1-20).

Child sample: The original targeted age range for youth participating in the evaluation was 10-15 years of age, however, some individuals who were younger and older were included in the final sample. The youth participating in the evaluation ranged in age from 6 to 17 years: Under 10 years old (n=3), 10-13 years (n=8), 14-17 years (n=7) (see Figure 2. for a more detailed graphical representation). The highest levels of education completed by a parent were: high school (28%), 2-year college or vocational school (17%), 4-year college (28%), and graduate school (17%). Sixty-seven percent had a religious affiliation; 22% did not (some did not report this). The median number of museum visits per year was 3 (range was 1-12). See Figure 3 for a graphical representation of annual number of museum visits for the entire group of visitors.

Ages of Participating Youth

0

12

34

5

6 7 8 9 10 11 12 13 14 15 16 17 18

Age in years

Num

ber o

f you

th

Figure 2. Ages in years of participating youth.

5


Number of museum visits in last year

0123456789

10

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Visits per year

Num

ber

of v

isito

rs

Figure 3. Participants’ estimated number of visits to museums in the last year. IV. Results

In Part A of the data collection, sixteen visitors’ movements were tracked as they visited the Explore Evolution Exhibition. These visitors spent, on average, twenty-one minutes at this exhibit (range was 10-38 minutes) (See Figure 4 for a histogram of the amount of time spent).

Number of Minutes Visitors Spent in the Explore Evolution Gallery

0

2

4

6

8

1-10 minutes 11-20 minutes 21-30 minutes 31-40 minutes

Number of minutes

Num

ber

of v

isito

rs

Figure 4. Number of minutes observed visitors spent in the Explore Evolution Exhibit. Introductory Panels and Key Evolutionary Terms

The original floor plan of the Explore Evolution Exhibition included an advance organizer at the outside entrance to the gallery and an arrangement of the individual exhibit units from smallest to largest organism following around the perimeter of the gallery counterclockwise. See Figure 5 below of the floor plan at the Science Museum of Minnesota Explore Evolution Prototype Exhibition. A set of four informational panels

6


describing the four fundamental elements of evolution (Variation, Inheritance, Selection, and Time, (VIST)) was placed near the entrance in the center section of the gallery.

The acronym VIST is from the University of California Museum of Paleontology website (http://evolution.berkeley.edu) and provides a useful way of framing and remembering these concepts. VIST: Variation refers to the differences among individuals in a population. These can be described as differences in a particular trait (feature or behavior), as a mutation, or as genetic differences. Inheritance refers to traits (factors) that are inherited and passed from one generation to the next. Selection refers to the idea that organisms with traits that are adapted to the environment are more likely to survive (and pass these factors on to the next generation). Time: the number of generations produced over a given time period is a clue to whether evolution change will occur rapidly (as in HIV) or slowly (as in whales). From one generation to the next, a species may change ever so slightly, but given enough time, the result can be huge. The VIST panels were designed to provide a cohesive link across all the research projects on the seven different organisms, because a common set of evolutionary principles is involved. The VIST elements were repeated and explained in each exhibit unit for the specific organisms and research project featured.

Visitor Movement Through the Gallery

Each of the seven units included the following elements: 1) a lab bench with an interactive activity and informational back panel with information about the scientist(s), 2) informational panel about the evolution of that organism, and 3) specimens or touchable model.

Two-thirds of these visitors spent time at every one of the seven organism units, and they typically followed the route intended by the designers of the gallery. They moved from the smallest organism, the virus, which was located near the entrance and proceeded to move counterclockwise through the gallery as they looked at each successively larger organism (see Figure 5 for a drawing of a typical visitor’s movement through the exhibit). Some visitors deviated slightly from this, for a number of reasons. The fly interactive bench and the ant/fungus videos were somewhat time-consuming for visitors, so sometimes others needed to wait before they could have a turn at these manipulatives. Some visitors waited by watching, others waited by moving on to another unit. One visitor moved clockwise through the exhibit. Others only visited a few of the units, usually because of time constraints. A few visitors moved from the diatom unit to the VIST panels, then to the whale model, and then wandered through other parts of the exhibit in a somewhat random order. With the typical visitor route counterclockwise following the wall of organism units, only one-quarter of visitors were observed spending time at the four VIST panels. Similarly, only one-quarter of visitors were observed viewing the history panel.

7

http://evolution.berkeley.edu/


Figure 5. Typical movement pattern of visitors in Explore Evolution Exhibition. During our observations, we noted that the first element of the exhibit that visitors encountered was the HIV lab bench, which visitors said was confusing and frustrating. So during the first day of data collection, we switched the HIV VIST panel and lab bench positions to make the exhibit entry more inviting. Many people were also immediately drawn to the HIV model as they entered the exhibit, and the new arrangement appeared to help facilitate that. Introductory Panels

There were three types of introductory panels. One gave an overview of the exhibit and was outside the entrance of the gallery. The second was comprised of VIST panels, four introductory panels located in the center of the gallery: one for each term Variation, Inheritance, Selection and Time. The third was the History of Evolutionary Thought, located near the exit door. There was also a visitor feedback station at the end. Because few visitors stopped by and viewed the central VIST panels during the first day of observations, these were also moved to try to enhance their visibility. However, even those visitors who did stop to read these panels did not typically spend much time, and few visitors linked the VIST concepts across the exhibit, in spite of VIST being a repeated element throughout each of the units in the exhibit. Consequently, there was much discussion about how to improve those elements of the exhibit. It was decided that the VIST icons need to be simplified and the explanations shortened. Originally, abstract symbols were used to signify each VIST element. For example, the variation symbol was a group of simple spheres which varied in pattern and color, while the time symbol was timeline. When asked specifically about these symbols, visitors said they did not notice them or if they did, did not understand the symbolism. We recommended that these icons be eliminated and the initial letter of each term be used instead (V for variation, I for inheritance, etc.). In addition, we recommended that a visual draw be

8


created to bring visitors to the four panel unit. It was decided that a large DNA model in the center of the four panels would be added for this purpose and that the text on the four panels would be simplified. Exhibit Units Featuring Scientists and Organisms Studied

Visitors had very positive responses to many of the models and the interactive components. They were able to describe some of the fundamental ideas behind many of the units and said they enjoyed learning about the organisms. However, some glitches in the interactives, the length and complexity of the text, and some ineffective design components of the exhibit needed to be modified to improve the exhibit.

HIV Overview: HIV was the first unit near the Explore Evolution Exhibition entrance. This unit included a brightly colored, three-foot diameter model of HIV with a pull-out panel, a lab bench with sliding bar interactive an computer screen interactive, a graphic VIST HIV evolution panel, and a park bench with reading cards. Of the 16 visitors observed, almost all the visitors spent time looking at or touching the model, and the majority of the visitors interacted, at least briefly, with the lab bench activity or computer screen interactive. Visitors in groups discussed what they were doing or seeing with their companions. Most visitors also spent time looking at the informational panels, including the VIST evolution panel. Few visitors spent time at the park bench. Strengths: Visitors said they liked the colorful, touchable HIV model and took time to read about it. “It’s cool,” exclaimed one male youth. The main idea behind the replication screen of nucleotides was clear to most visitors, including youth, from their descriptions. With respect to the HIV unit overall, many visitors could explain the work of the scientist and its importance, that HIV can be fatal and that it evades the body’s immune system because it replicates and evolves rapidly. As one youth explained the meaning of the exhibit, “As a person gets older, the virus mutates and gets worse. Changes happen faster than the body can get the virus out.” Another youth said, “This is the basis of the big picture for the rest of the animals.” Weaknesses and suggestions for change: None of the visitors were able to use or understand lab bench activity, and some said they found the sliding bar frustrating. The vocabulary and text for the interactives were hard for visitors to understand, and we recommended that the lab bench activity and the text be simplified. As one female adult said, “The hardest thing is the vocabulary. I had to go back and reference the words.” Diatom Overview: The diatom unit included a large, touchable model and a lab bench with a microscope and a computer multimedia activity, and a graphic VIST diatom evolution panel. Visitors were drawn to the model and the lab bench, spending time reading and working with the interactives. Over three-quarters of the observed visitors looked into the microscope to see the diatoms, while one-third stopped to view the diatoms on the interactive screen.

9


Strengths: Visitors said they liked the diatom model, and the diatom photographs, and also took time to use the microscope to see the real diatoms, which they said helped them better comprehend their tiny size. Most visitors could explain the work that these scientists were engaged in. One female youth described Ed Theriot’s work by saying, “He studies algae in Yellowstone Lake; he studies species evolution.” Another female adult visitor explained, “This is the only place they find this particular [diatom]. And it appeared in a short period of time. 4000 years is rapid evolution.” Weaknesses and suggestions for change: While most visitors understood the primary research significance of this unit, one adult female thought the main point was just “the fact that these are found no where else,” and one 13-year-old boy described the exhibit as talking “about the difference between pollens and the stuff found in the mud in ponds.” With respect to suggestions for change, visitors had some difficulty using and focusing the microscope; we recommended it be simplified. Technical glitches in the interactive screen also needed to be rectified. Ant/Fungus Overview: The ant/fungus unit included a graphic VIST ant/fungus evolution panel as well as a lab bench with three videos and a Petri dish activity. One-third of the observed visitors stopped at the lab bench and sat down to view one or more videos in their entirety, or viewed a portion of a video. Over half looked at the Petri dishes, and over half looked at the VIST and/or lab bench panel. Strengths: Visitors remarked that they were surprised that ants worked as farmers and how they work together. Visitors said they enjoyed watching the videos and many stayed to view them in their entirety. One adult explained the exhibit by saying, “This is a small version of everything that happens on earth. How one species could not live without another.” Weaknesses and suggestions for change: The Petri dish activity was poorly understood by visitors and we recommended it be simplified. One female adult asked about the Petri dishes, “What are we trying to get across? What are bacteria defenders?” She had read some of the text aloud to her children earlier, but it was not enough for her to be able to understand the main idea. In addition, while visitors mostly understood the relationship of the fungus and the ants, they had difficulty understanding the roles of the other two organisms. They did not understand the co-evolution, and we recommended increased emphasis of this in the text. Fly Overview: The fly unit included a lab bench with an interactive audio activity, a panel with fly specimens to view under magnifying glasses, and a graphic VIST fly evolution panel. Over half of the observed visitors stopped to view the specimens in detail, and one-third sat down at the lab bench to interact with the activity, spending a few minutes working with it.

10


Strengths: Visitors said they found the fly unit interesting and said they liked looking at the map of the relationship of the age of the islands and the evolution of the flies. Some of the adults and some youth understood the idea of females choosing males. One youth described it, “Male flies are elaborately designed to catch females’ attention because the females are particular about who they mate with.” Some of the visitors said the main point was the “different sounds flies make when they are in the mating process.” Many visitors looked at all of the different fly specimens. One adult male exclaimed, “God help me, they are even beautiful.” Weaknesses and suggestions for change: Some adult visitors said that there was no interesting question to draw them into this exhibit. The concept of sexual selection was not well understood by visitors. When asked what made this an interesting research topic, a few visitors said they were “not sure.” We recommended contrasting the concept of sexual selection with natural selection. Many people experienced problems with the interactive audio activity. Some thought the recording time was too long, and some people said they were uncomfortable viewing and learning about flies’ mating rituals.

Finch Overview: The Finch unit included a movable globe showing Darwin’s voyage, a lab bench with a beak measuring activity, a diorama and flip books, and a graphic VIST finch evolution panel. Visitors found this unit attractive and easy to use, with the greatest proportion of visitors choosing to interact with some manipulative at this unit. Two-thirds of observed visitors rotated the globe, two-thirds flipped the pages to see the beak size variation, and one-half used the calipers to measure beak size. Strengths: Visitors said they liked the finch unit and understood that the beak size varied because of seed availability. One female youth described the research, “[the scientist] looks at variation in response to the environment. At how the finches’ beaks are smaller in the dry years and larger in the wet years.” An adult male visitor said he especially enjoyed the “connection between beak size and seeds and the wet and dry seasons.” Visitors found the giant calipers in the beak measuring activity were easy to use and helped clarify the concepts presented. One female youth declared, “It portrayed new information in a way that was easy to understand. Beak size was easy to measure.” Some visitors commented on the short time frame of evolutionary change. Weaknesses and suggestions for change: We recommended that the beak measuring activity needed minor adjustment because it was difficult to line it up exactly. In addition, the flip pages needed to be modified to improve visitors’ understanding. The globe also needed clearer markings to make it easier to use. Human Overview: The human unit included a large two-sided gene/mirror wall, a separate reading panel on the scientists’ research and a graphic VIST human evolution panel. Over half of the observed visitors stopped at the wall to either look into the mirror or look over the “find Pääbo” sequence.

11


Strengths: Visitors said they found the human unit very engaging and were observed interacting extensively with the components. They were pulled in by the content and wanted to know more. Even younger children were observed enjoying and participating with the mirror/gene wall. Most visitors, especially children, enjoyed finding Pääbo. Most were able to understand the close genetic relationship between humans and chimps. As one adult explained, “This is the core of our structure as humans. This shows how similar our basic structure is to chimpanzees.” Another visitor, a 15-year-old female, remarked, “Shows how we’re related to monkeys and chimpanzees and to show that evolution did happen, even though some people think it didn’t.” Many visitors also enjoyed seeing the mirror with the chimps and their foot and hand prints and interacted with them. The flip panels were also well used by both adults and children. Weaknesses and suggestions for change: Some individuals had difficulty understanding the DNA similarities. As one visitor asked, “how can there only be 1% difference between humans and chimps when we are so obviously different?” Although this was the question we wanted them to ask, we recommended the copy be strengthened to more explicitly address that question. Whale Overview: The whale unit included a case comparing modern and fossil whale skulls, a lab bench with bone casts and a graphic VIST whale evolution panel. Strengths: Visitors said they enjoyed the whale unit. They understood the work of the scientist as “finding the ancestor of animals” (male youth) and “studies fossils” (adult male). One adult male visitor said, it “demonstrates the nuts and bolts of evolution.” Many visitors took time to view the VIST panel and could explain its meaning. Weaknesses and suggestions for change: The interactive for this exhibit included comparisons of the ankle bones and skulls of several specimens. Most visitors did not understand the comparisons of single pulley and double pulley ankle bones of the wolf, hippo, and whale, and were unable to grasp the rationale for comparisons. Some visitors did not know that the dolphin is a type of whale and were confused by the skull comparisons. Working with the PI and the exhibit developers, several very specific suggestions for changes were developed. Overall Responses When asked “what was the point of the whole exhibit?” all of the adults included “evolution” in their answers. Responses included, “Evolution and change and research” (adult female), “Evolution of all species, span the gamut of finches, chimpanzees, whales, trying to debunk creationist theories. This is how we evolved” (adult male). Some remarked on the variety of organisms, “that evolution occurs in tiny organisms and large mammals” (adult female). Just over half of the youth identified “evolution” as the primary theme of the exhibit, and some were able to describe succinctly the main themes of the exhibit. For example, one female youth said, “To describe the different evolution of different animals.” The other youth focused in on the different research of the

12


scientists or singled out one unit, such as the virus, “the nature and dangers of viruses and things.” Some of the visitors noted the interactives and said they would like even more hands-on activities. Parents in particular commented on the need for less text and more activities. Given the exhibit’s placement at the Science Museum of Minnesota for this prototype evaluation, visitors may have been comparing this exhibit to the more interactive exhibits typical of a science museum, rather than a natural history museum. Five of the six partner museums, where the Explore Evolution Exhibition will be on display, are natural history museums. V. Conclusions

Observing the visitors and hearing their comments demonstrated aspects of the exhibit that worked well and connected with visitors as well as aspects that did not work as well. With respect to visitor understanding of evolution, we found that highlighting specific research projects and the scientists working on them provided an engaging framework for visitors. In most cases, visitors were able to connect with the scientists and identify the research questions. The models were also attractive to the visitors. They spent time looking at and touching the models, and there were many positive comments about the models, particularly of the microscopic organisms. The concept of the lab benches was a strong one, in that visitors were drawn into the activities and interacted with the various components. The overall appearance of the exhibit was received positively. Visitors found the graphics attractive and generally understandable. We found that the overall design of the exhibit was effective in relaying to visitors the primary theme of the exhibit: evolution.

Aspects that were more difficult for visitors to comprehend included the VIST organizer. While these terms and concepts were designed to connect the different units in a cohesive way, few visitors recognized this. At that time, the four VIST concepts were symbolized through abstract drawings, which were themselves somewhat difficult to comprehend. Because the VIST organizer was not effective in the prototype, simpler symbols were recommended to reduce the cognitive demands on the visitors. In addition, while the lab benches were an attractive draw, visitors did not always get the benefit of learning the content behind these manipulatives. This was due to both the presence of technical glitches in the implementation as well as the difficulty visitors experienced in trying to work the different components. Consequently, recommendations for change were made for the interactives. Other logistical, mechanical, and presentation changes were suggested, including reorganization of the introductory panels and the addition of an attractive visual model (the DNA model), modifications to the presentation of some concepts, and reduction and simplification of text.

While most visitors grasped the overall theme and content of the exhibit, they did not always understand each organism and the point of each unit. Visitors differed on which organisms and related research they understood and were able to explain. Some aspects of each organism’s evolutionary story, such as the idea of sexual selection with the Hawaiian flies and the co-evolution of the ant and its partners, were more difficult for visitors to grasp. However, other aspects, such as the similarity between chimp and human DNA and the idea of whales evolving from land animals, were more readily comprehended.

13


14

Overall, the exhibit was well-received and the feedback helped identify specific areas for modification. The process of the prototype evaluation, including the collaboration of the evaluators, exhibit developers, available scientists, museum directors and staff, and the project director, provided a critical and timely opportunity to identify practical ways to improve the utility and understandability of the exhibit. References Diamond, J., Spiegel, A., Meier, D., & Disbrow, S. (2004). Virus and the whale:

Exploring evolution in a museum collaboration. Proceedings of the Third Conference of the International Museum and Collections (UMAC), (pp. 7-11). Norman, OK: Sam Noble Oklahoma Museum of Natural History.

McLean, K. (1993). Planning for people in museum exhibitions. Washington, DC: Association of Science Technology Centers.

Taylor, S. (editor) (1991). Try It! Improving exhibits through formative evaluation. Washington, DC: New York Hall of Science.

Appendices A. Instrument and observation forms B. Museum directors’ comments on exhibit (notes from E. Margaret Evans) C. Responses to questions on each organism and overall exhibit

Appendix A: Explore Evolution Prototype Evaluation

15

Observer Name: ______________________________________ Date: _________________

Focal Subject: Alone/In A Group Adult/child Observations: Use separate form for each exhibit unit. Record where subject goes by noting path on drawing, number their stop points and record these below with behaviors coded and amount of time spent. Write down conversations as best as possible.

Start time: End time:

Coding: Subject: FA: focal adult FC: focal child A: adult group member C: child group member O: other Exhibit unit: I: Introductory panels IV: Intro Variation Panel II: Intro Inheritance Panel IS: Intro Selection Panel IT: Intro Time Panel V: virus D: diatom Fu: fungus Fl: fly Fi: finch H: human W: whale Location: B: Lab Bench S: VIST M: Model Behaviors: MA: Manipulate exhibit WO: Watch other at exhibit. LE: Look at exhibit or copy BO: Behave other (not exhibit) Verbal interaction: RC: Read copy aloud TA: Talk aloud to group members about exhibit TO: Talk other

Appendix A: Explore Evolution Prototype Evaluation Interview # ________

16

Follow-up Interview Questions (complete one set for each exhibit topic unit) Unit: Virus/Diatom/Fungus/Fly/Finch/Human/Whale “Now I’d like to ask you a few questions about the exhibit” (Walk back to exhibit, retrace steps. At each unit, ask): 1. How would you explain what this exhibit is about to a child? 2. What does this scientist do for his/her research? 3. What makes this living thing special or interesting to scientists? (At the manipulative, ask:) 4. What did you do here?


17

5. How did this work? 6. What is this about? 7. What parts of this might be difficult for other visitors to understand? 8. What changes would you recommend to improve this exhibit?


18

OVERALL QUESTIONS (complete at end of entire exhibit): 1. What was the point of the whole exhibit?

2. What questions do you have about the exhibit?

3. What would you alter or add to make the exhibit more interesting to you?

4. How else would you change this exhibit? At end, ask them to complete demographics form.


19

PARTICIPANT QUESTIONNAIRE Please write your answers to the following questions in the spaces provided. Thank you. (1) How many times per year do you visit museums? ____________________________

(2) What is the highest educational level that you have COMPLETED?

_____ Some High School

_____ High School

_____ 2-year College or Vocational School

_____ 4-year College

_____ Graduate School

(3) What is your OCCUPATION? _______________________________________________________

(4) What is your zip-code or, if not living in the U.S., the name of the country where you live?

___________________________________

(5) What kind of place of worship do you usually attend (e.g., Catholic Church, Baptist Church, Synagogue, Mosque, etc.). Put NONE if you don’t have any one place of worship you attend regularly.

___________________________________________________________ (6) Which of the following categories best describes your race/ethnicity? _____ Non-Hispanic White _____ Hispanic/Latino _____ African-American (Black) _____ Native American _____ Asian/Pacific Islander _____ Multiracial _____ Other

(7) Which of the following categories represents your age? _____ 18-24 years _____ 25-40 years _____ 41-64 years _____ 65 years and older

(8) Please indicate your gender. _____ Female _____ Male


DEMOGRAPHICS QUESTIONNAIRE: CHILD (To be completed by parent)

Please write your answers to the following questions in the spaces provided. Thank you. (1) How many times a year does your child visit museums? _________ (2) What is the highest EDUCATIONAL LEVEL COMPLETED by your child’s parent(s) or

guardian(s)? EDUCATION LEVEL

Some High school

-1-

High School

-2-

2-year College or Vocational School

-3-

4-year College

-4-

Graduate School

-5- PARENT/GUARDIAN

RELATION TO CHILD? HIGHEST EDUCATIONAL LEVEL COMPLETED

(Please use the above scale: 1, 2, 3, 4, or 5)

(3) What is the OCCUPATION of your child’s parent(s) or guardian(s)?

PARENT/GUARDIAN RELATION TO CHILD?

OCCUPATION

(4) What is your child’s home zip-code or, if your child does not live in the U.S., the name of the country

where he or she lives? ______________________________

(5) What kind of place of worship does your child usually attend (e.g., Catholic Church, Baptist Church, Synagogue, Mosque, etc.)? Put NONE if there is not any one place of worship your child attends regularly.

__________________________________

(6) Which of the following categories best describes your child’s race/ethnicity? Non-Hispanic White _________ Hispanic/Latino _________ African-American (Black) _________ Native American _________ Asian/Pacific Islander _________ Multiracial _________ Other _________ (7) How old is your child? _________ (8) What is your child’s grade in school (First Grade, Second Grade, etc.)? _________ (9) Please indicate your child’s gender: Female _________ Male ________

20

Appendix B: Explore Evolution Prototype Evaluation

Evaluation Meeting 23 October 04 Notes and Summary by E. Margaret Evans

Overall Issues:

Directors' Suggestions Something needed to draw in the visitors. The following were some suggestions

• A lack of a clear introduction and rationale for the exhibit • DNA molecule • Scientists' profile -talk about the people and their research • Bring in a Darwin quote into each exhibit. • Use the Darwin and diatoms quote to go with the Diatom exhibit • Durability of the exhibits , particularly the Diatom • Mutations = Death (Normally); should this be somewhere? • PM: This is active research that is exploring evolution. Why should we care about

these particular research projects. Stronger, more powerful message needed. A question? Again make questions part of each exhibit

• Strategic questions needed in each exhibit SPECIES

• What is a species. Where is the definition of species. No uniform definition. ET doubts that they can be defined. Wrote the article "what is a species."

• PG to Ed Theriot: When did you decide you had a new species? Largely based on morphology (cladistic approach)

• Should we use “kind” instead of “species” NATURE OF SCIENCE

• Should use the above issues (theory/hypothesis/fact) to raise visitors' awareness of the nature of science.

• Docents should be trained in Nature of Science (NOS) issues RHYTHM

• There should be more “rhythm” from one organism to another • The order of the activities/VIST etc. is different in each display • You should know what to expect • The Bench was always the pull in for the visitors • There should be more questions to draw in the visitor •

VIST • Too text heavy, put in Darwin. • Where to put Common Descent – under TIME (preferred) or INHERITANCE • It was not always easy to find the VIST component • Is there a different way of arranging the four initial reading rails? • The VIST was not obvious as a common thread across exhibits

21

70%

Pro

toty

pe R

evie

w o

f Exp

lore

Evo

lutio

n E

xhib

it Fo

rmat

ive

Eva

luat

ion:

Viru

sA

ppen

dix

C:

Exp

lore

Evo

lutio

n P

roto

type

Eva

luat

ion

ID#

Sex

Age

gr

oup

How

wou

ld y

ou e

xpla

in w

hat t

his

exhi

bit i

s ab

out?

Wha

t doe

s th

is s

cien

tist d

o fo

r his

rese

arch

?W

hat m

akes

this

livi

ng th

ing

spec

ial o

r int

eres

ting

to

scie

ntis

ts?

Wha

t did

you

do

here

?H

ow d

id th

is w

ork?

Wha

t is

this

abo

ut?

W

hat p

arts

of t

his

mig

ht

be d

iffic

ult f

or o

ther

vi

sito

rs to

und

erst

and?

7.5

Visi

t: yo

u no

tice

thes

e sy

mbo

ls?

Did

they

hel

p yo

u un

ders

tand

the

idea

s be

tter?

Are

ther

e an

y ch

ange

s yo

u w

ould

re

com

men

d to

impr

ove

this

par

t?

3F

AI w

ould

say

that

ther

e’s

viru

ses

that

are

kin

d of

lik

e a

cold

you

wou

ld g

et, e

xcep

t tha

t HIV

cou

ld

kill

them

. It

can

be v

ery

harm

ful t

o ch

ildre

n, a

n dch

ildre

n ge

t HIV

from

thei

r mom

s, it

’s p

asse

d on

to th

em.

I’d g

o ov

er to

the

mod

el, a

nd s

ay, i

t’s

in y

our b

ody

is m

ade

up o

f cel

ls, t

hese

tiny

cel

ls

and

a ba

d vi

rus

atta

ches

ont

o th

e ce

ll, fi

nds

a ho

me

in th

e ce

ll an

d th

en m

ultip

lies.

The

se c

an

mak

e a

child

sic

k. Y

ou c

an’t

get H

IV fr

om

som

eone

who

is s

ick

like

you

can

get a

col

d.

Cha

rles

Woo

d is

one

of t

he

peop

le w

ho h

elpe

d di

scov

er a

bl

ood

test

to fi

nd H

IV, a

nd n

ow

he is

wor

king

on

how

to k

eep

it fro

m s

prea

ding

.

They

can

sav

e pe

ople

s liv

es.

It’s

a m

yste

ry h

ow H

IV w

orks

. I

cam

e in

with

som

e kn

owle

dge

ofH

IV.

My

fath

er w

ho is

a s

urge

onsa

w p

eopl

e fro

m H

aiti

with

the

mys

terio

us il

lnes

s in

the

70’s

. A

t th

at p

oint

we

didn

’t re

cogn

ize

wha

t tha

t was

. N

ow w

e kn

ow

that

’s H

IV, b

ut it

’s s

till v

ery

mys

terio

us to

us.

(At t

he m

utat

ion

rate

in

tera

ctiv

e).

I pre

ssed

all

thre

e bu

ttons

, but

I di

dn’t

see

the

diffe

renc

e be

twee

n th

e th

ree.

(S

he h

ad a

sked

me

to h

elp

expl

ain

this

to h

er a

s sh

e w

as lo

okin

g at

the

exhi

bit)

(At t

he G

el in

tera

ctiv

e).

I di

dn’t

use

this

pie

ce.

I did

no

t fin

d it

attra

ctiv

e. I

was

n’t

inte

rest

ed in

it.

(mut

atio

n ra

te in

tera

ctiv

e).

Nuc

leot

ides

-- I

wis

h it

(nuc

leot

ides

) had

bee

n de

fined

. Th

ey a

re a

lway

s ch

angi

ng a

nd re

plic

atin

g.

Cou

ld b

e ce

lls c

hang

ing

and

mut

atin

g, b

eing

alte

red

as

time

goes

by.

I did

n’t u

nder

stan

d w

hat t

his

[inte

ract

ive]

was

, thi

s co

nsta

nt c

hang

e.I l

oved

read

ing

abou

t C

harle

s W

ood.

I not

iced

them

, but

they

di

dn’t

help

me

unde

rsta

nd

the

idea

s be

tter.

I di

dn’t

use

them

.

May

be m

ake

it lik

e a

crim

e sc

ene.

You

’re te

lling

m

e, n

ot a

skin

g m

e to

figu

re a

nyth

ing

out.

Who

ca

res?

It d

oesn

’t pu

ll m

e in

and

mak

e m

e w

onde

r.I th

ough

t viru

ses

wer

en’t

livin

g –

that

they

ju

st a

ttach

them

selv

es –

viru

ses

have

an

impa

ct

on c

ells

. Viru

ses

can’

t evo

lve

beca

use

they

are

n’liv

ing

thin

gs?

Is v

irus

mut

atin

g? O

r cel

ls?

I th

ough

t viru

ses

wer

e a

nonl

ivin

g th

ing

that

inva

de a

bod

y; I

need

to

kno

w m

ore

abou

t wha

t a v

irus

is.

I got

the

mos

t fro

m th

e V

IST

back

pan

els;

look

ing

at th

e ev

olut

ion

of it

. Th

at w

as th

e m

ost m

eani

ngfu

l to

me.

Not

e: i

ssue

is --

is

it a

livin

g/no

nliv

ing

issu

e or

if it

has

gen

etic

mat

eria

l it c

an e

volv

e.

10F

AP

roba

bly

how

the

HIV

evo

lves

and

how

it

prog

ress

es a

nd c

hang

es w

ithin

a p

erso

n’s

body

I thi

nk it

wou

ld b

e ha

rd, t

here

’s s

o m

uch

voca

bula

ry.

Wou

ld re

ally

hav

e to

sim

plify

it.

Som

e th

ings

that

wou

ld b

e in

tere

stin

g is

how

ra

pidl

y it

chan

ges

whe

n yo

u’re

tryi

ng to

trea

t it

and

the

chal

leng

es th

at p

uts

forth

. P

ossi

bly

be

an a

rea

they

wou

ld b

e in

volv

ed w

ith s

tudy

ing

dow

n th

e lin

e.

Stu

dies

sam

ples

of t

he v

irus

in

Afri

ca, a

nd th

en lo

oks

at

diffe

rent

way

s to

trea

t the

viru

s.

Pro

babl

y be

caus

e it’

s fro

nt p

age,

fairl

y ne

w.

In th

e st

ates

, the

po

pula

tion

that

its

affe

ctin

g is

gr

owin

g. H

ow m

uch

it ch

ange

s an

d ho

w h

ard

it is

to n

arro

w

dow

n th

e tre

atm

ent f

or it

. It’

s no

tlik

e a

cold

viru

s, it

’s s

o fa

tal.

Look

s at

how

it c

hang

ed

from

birt

h to

two

year

s.

How

qui

ckly

I gr

ew a

nd

chan

ged

and

how

how

fast

itco

uld

repl

icat

e its

elf.

The

hard

est t

hing

is th

e vo

cabu

lary

. I h

ad to

go

back

and

refe

renc

e th

e w

ords

.

Whe

n yo

u’re

com

ing

in

with

out t

he s

cien

tific

ba

ckgr

ound

, it’s

diff

icul

t.

Ther

e’s

a lo

t her

e th

at w

ould

be

har

d fo

r you

ng k

ids.

Pro

babl

y w

hat a

viru

s is

, the

co

ntex

t of H

IV.

Har

d fo

r kid

sto

und

erst

and,

in th

e co

ntex

t of

viru

ses

wou

ld b

e ea

sier

fo

r the

m to

und

erst

and.

S

tart

with

som

ethi

ng w

e al

l kn

ow a

bout

, eve

ryon

e ge

ts

cold

s.

Yes

, I n

otic

ed th

em.

[did

th

ey h

elp

you

unde

rsta

nd?]

W

ell,

may

be a

littl

e bi

t. I

find

it he

lpfu

l to

have

a re

fere

nce.

Just

the

who

le re

fere

nce

to a

viru

s, s

tarti

ng w

ith

som

ethi

ng th

at w

ould

be

iden

tifia

ble

to m

ost

peop

le a

nd th

en ta

king

it th

e ne

xt s

tage

up.

14M

AI e

xpla

ined

to m

y so

n th

at H

IV is

a v

irus

that

af

fect

s yo

ur b

ody

and

kills

you

r im

mun

e sy

stem

so

it le

aves

you

def

ense

less

. S

o th

at e

xpla

ined

a

lot o

f it r

ight

aw

ay s

ince

I un

ders

tand

it, I

’m

fam

iliar

with

it, I

’ve

seen

frie

nds

and

rela

tives

w

ho h

ave

suffe

red

from

it a

nd d

ied

from

it.

He

deve

lope

d th

e bl

ood

test

to

iden

tify

AID

S a

nd n

ow h

e re

sear

ches

dru

gs a

nd w

ays

to

bloc

k it

or c

ure

it.

Mod

el:

A:

We

wer

e dr

awn

it. I

t’s c

olor

ful.

Tex

t with

it is

ov

er k

ids

head

s.

Mut

atio

n bu

ttons

: A

dult:

Cou

ld h

ave

one

butto

n th

at h

as a

long

er p

rogr

essi

on th

at s

how

s ho

w it

ge

ts w

orse

and

wor

se o

ver t

ime.

Wat

ch a

s th

ey

mut

ate

as th

ey g

o al

ong

14a

FY

Gel

: 13

-yea

r-ol

d gi

rl:

Sta

rted

by re

adin

g th

e in

stru

ctio

ns a

nd th

en re

ad a

lth

e ca

ptio

ns.

Girl

: I’m

not

real

ly s

ure

wha

t it’

s sh

owin

g us

, bec

ause

the

little

cap

tions

mak

e se

nse

but I

don

’t kn

ow w

hat t

his

imag

e is

repr

esen

ting.

(Ask

ed: D

o yo

u kn

ow w

hat

thes

e ar

e fo

r?) :

It h

as

som

ethi

ng to

do

with

the

diffe

rent

DN

A s

trand

s, b

ut I

don’

t kno

w w

hat’s

cau

sing

it

to…

.

Gel

: G

irl:

I thi

nk it

wou

ld b

e ea

sier

if th

e ba

sic

fact

s w

ere

easi

er to

pic

k ou

t. (

Ask

ed: W

hat

basi

c fa

cts

did

you

wan

t to

know

?) :

Girl

: W

ell,

I do

n’t r

eally

kno

w m

uch

abou

t HIV

, and

I’m

not

su

re w

hat t

his

expe

rimen

t acc

ompl

ishe

d.

14b

MY

(Ask

ed: W

hat h

appe

ns?

Abo

ut m

utat

ion

butto

ns) :

B

oy:

As

you

go fr

om b

irth

to

one

year

and

two

year

s th

ere’

s m

ore

and

ther

e’s

mor

e of

them

.

Mut

atio

n bu

ttons

: 9-y

ear-

old

boy:

Thi

s is

how

the

cells

gr

ow fr

om b

irth

to o

ne y

ear

to tw

o ye

ars.

I d

idn’

t rea

d an

ythi

ng.

Mut

atio

n bu

ttons

: Boy

: I t

hink

wha

t kid

s w

ill a

sk

mos

t is

wha

t doe

s it

mea

n by

the

flash

ing

lette

rs.

I got

the

mea

ning

from

my

dad,

real

ly, h

ow m

ore

of th

is, h

ow m

any

cells

mut

ated

to th

at.

4M

YA

s pe

rson

get

s ol

der,

viru

s m

utat

es a

nd g

ets

wor

se. C

hang

es h

appe

n fa

ster

than

the

body

ca

n ge

t the

viru

s ou

t. (tr

acki

ng p

anel

- be

nch)

Stu

dies

diff

eren

ces

in D

NA

st

rand

s an

d ch

ange

s in

DN

AH

IV is

a v

irus

that

kill

s m

any

peop

le a

nd s

cien

tists

are

tryi

ng

to s

top

this

.

Slid

e an

d le

tter s

cree

nTh

e sl

ide

did

not w

ork

wel

l; it

was

har

d to

put

the

piec

es

toge

ther

and

und

erst

and

wha

t you

wer

e su

ppos

ed to

se

e. T

he s

cree

n w

ith le

tters

w

as c

lear

- sh

owin

g ch

ange

san

d m

utat

ions

ove

r tim

e.

Viru

s m

odel

- Th

is w

as c

ool -

show

ed p

arts

- di

dn’t

read

la

bels

as

muc

h as

sho

uld

have

but

like

d th

e m

odel

.

See

abo

veTh

e sl

ide

was

too

diffi

cult

-ne

ed c

lear

er d

irect

ions

; I h

adto

rere

ad th

em. I

tta

kes

too

muc

h pa

tienc

e to

do

this

.

Not

iced

them

and

that

they

w

ere

used

els

ewhe

re in

the

exhi

bit.

They

did

not

hel

p m

uch

- the

y bl

ende

d in

to th

e te

xt to

o m

uch,

did

not

sta

nd

out.

The

slid

e ag

ain

- use

col

orfu

l lin

es to

dire

ct th

e vi

sito

r, to

sho

w d

irect

ion

18M

ALe

ft si

de /

com

pute

r mut

atio

n m

odel

:“I

gues

s it

is d

iffer

ent “

nucl

ei” .

..mor

e ra

pid

resp

onse

as

you

hit t

he b

utto

ns. I

gue

ss th

e le

tters

toge

ther

form

tour

DN

A p

roce

ss...

som

e of

them

are

in th

e pr

oces

s of

cha

ngin

g. G

els:

le

ft be

nch:

“...f

ollo

win

g th

e sc

ales

...lo

okin

g at

sp

aces

?”

“Bas

ical

ly ta

king

a b

lood

test

tode

tect

the

pres

ence

of H

IV”

“In

Afri

ca it

s su

ch a

fast

sp

read

ing

dise

ase.

U

nder

stan

ding

why

ther

e is

suc

h a

rapi

d gr

owth

. In

a 3r

d w

orld

co

untry

, und

erst

andi

ng w

hy it

is

so m

uch

mor

e re

leva

nt th

ere

than

in th

e U

S.”

“I gu

ess

mak

ing

it ea

sy to

de

tect

.” (A

sked

: Wha

t sto

od o

ut to

yo

u?) :

“Nev

er s

een

a di

spla

y ab

out t

his.

I st

udie

d it

in c

olle

ge, b

ut th

is m

akes

it

easi

er to

und

erst

and.

”

All

seem

s pr

etty

sel

f ex

plan

ator

y“S

impl

ify th

e la

ngua

ge. I

t wou

ld b

e ha

rd fo

r so

meo

ne w

ith a

chi

ld to

go

thro

ugh

and

unde

rsta

nd.”

22M

Y“it

s co

ol” (

refe

rrin

g to

the

mod

el)

“Its

abou

t HIV

”“d

idn’

t get

a w

hole

lot h

ere.

..I

tried

to re

ad it

, but

I di

dn’t

get

muc

h re

ally

.”

“don

’t kn

ow”

“I pu

shed

the

butto

ns o

n th

e co

mpu

ter d

ispl

ay. I

t cat

ches

yo

ur e

ye m

ore

than

the

slid

er th

ing.

“ A

noth

er k

id c

ame

by a

nd

show

ed h

ow to

slid

e ou

t the

pa

nel..

.oth

erw

ise

I mig

ht

have

mis

sed

it.” (

refe

rrin

g to

th

e m

odel

)

“don

’t kn

ow”

“viru

s an

d ho

w th

ey e

volv

e”

(dad

ste

pped

in a

nd

sum

mar

ized

her

e)

“I do

n’t k

now

. Not

sur

e”“I

didn

’t re

ally

not

ice

them

.”

(not

e: th

ey m

isse

d th

e in

trodu

ctor

y pa

nel b

ecau

se

they

hea

ded

stra

ight

for t

he

mod

el)

This

was

a h

ard

topi

c to

sta

rt th

e ex

hibi

t with

. The

viru

s w

as h

ard

to u

nder

stan

d.

Pag

e 1

of 2

Appendix C: Explore Evolution Prototype Evaluation

22

70%

Pro

toty

pe R

evie

w o

f Exp

lore

Evo

lutio

n E

xhib

it Fo

rmat

ive

Eva

luat

ion:

Viru

sA

ppen

dix

C:

Exp

lore

Evo

lutio

n P

roto

type

Eva

luat

ion

ID#

Sex

Age

gr

oup

How

wou

ld y

ou e

xpla

in w

hat t

his

exhi

bit i

s ab

out?

Wha

t doe

s th

is s

cien

tist d

o fo

r his

rese

arch

?W

hat m

akes

this

livi

ng th

ing

spec

ial o

r int

eres

ting

to

scie

ntis

ts?

Wha

t did

you

do

here

?H

ow d

id th

is w

ork?

Wha

t is

this

abo

ut?

W

hat p

arts

of t

his

mig

ht

be d

iffic

ult f

or o

ther

vi

sito

rs to

und

erst

and?

7.5

Visi

t: yo

u no

tice

thes

e sy

mbo

ls?

Did

they

hel

p yo

u un

ders

tand

the

idea

s be

tter?

Are

ther

e an

y ch

ange

s yo

u w

ould

re

com

men

d to

impr

ove

this

par

t?

19M

AI w

ould

say

it is

abo

ut c

ells

and

how

they

get

in

fect

ed w

ith th

e A

IDS

viru

s. T

his

is c

ompl

ex

scie

nce

– I d

on’t

unde

rsta

nd it

com

plet

ely.

He

wor

ks w

ith c

ells

, see

s ho

w

cells

are

infe

cted

with

AID

S,

how

they

hol

d up

with

HIV

and

th

en h

ow th

ey a

re in

fect

ed w

ith

AID

S…

in a

lab

with

che

mic

als

and

mic

rosc

opes

.

It af

fect

s th

e hu

man

race

on

such

a p

rofo

und

leve

l. W

e ca

n’t

cure

it, b

ut w

e ca

n pr

even

t it.

W

e hu

man

s do

n’t l

ike

thin

gs w

e ca

n’t c

ure.

Foun

d ou

t abo

ut h

ow D

NA

ch

ange

s ov

er th

e fir

st te

n ye

ars.

I d

idn’

t und

erst

and

this

(the

slid

ing

man

ipul

ativ

e), b

ut I

mov

ed it

to

try

to u

nder

stan

d it

a lit

tle.(th

e ch

angi

ng s

eque

nce

man

ipul

ativ

e) Y

ou ju

st p

ress

th

e bu

ttons

and

it s

how

s yo

u th

e di

ffere

nce

in th

e D

NA

st

rand

s.

(I di

dn’t

ask

this

.)It

does

n’t s

how

whe

re it

is

with

in th

e bo

dy.

(Slid

e m

anip

ulat

ive)

Wha

t ar

e th

ese

strip

s? P

aper

? D

NA

? I t

hink

it s

ays

here

so

mew

here

, but

it’s

su

btle

…If

you

read

ev

eryt

hing

, you

cou

ld

prob

ably

get

it a

nd y

ou h

ad

mor

e th

an a

hig

h sc

hool

ed

ucat

ion

and

mor

e pa

tienc

e.

Add

a s

impl

e ex

plan

atio

n of

the

inte

nt o

f the

ex

hibi

t – w

hat t

hey

are

tryin

g to

tell

you.

5F

AS

cree

n w

ith le

tters

: Not

gea

red

to k

ids

or a

ny

uned

ucat

ed a

dults

. Mos

t peo

ple

wou

ld n

ot k

now

wha

t the

se le

tters

are

on

the

scre

en. T

here

is

no k

ey to

eas

ily te

ll yo

u w

hat t

hey

are.

Wou

ld

not t

ry to

exp

lain

this

to k

ids.

[she

incl

udes

slid

e in

tera

ctiv

e in

this

com

men

t]

Figu

ring

out w

hy s

ome

peop

le

get H

IV (3

out

of 1

0 ca

ses

com

e do

wn

with

it in

the

exam

ple)

; stu

dy m

utat

ions

and

th

eir a

ffect

on

DN

A

HIV

is a

wor

ld p

laqu

e, it

is n

ot

rem

ote,

it is

a w

orld

pro

blem

The

slid

e m

odel

on

the

first

pa

nel w

as v

ery

diffi

cult

and

hard

to s

ee. I

had

to re

read

in

stru

ctio

ns; k

ids

wou

ld n

ot

get t

his.

The

viru

s m

odel

w

as re

ally

coo

l; go

od to

see

pa

rts o

f the

viru

s.

The

slid

e w

as d

iffic

ult t

o us

e.Th

e pu

ll ou

t was

har

d to

pul

l ou

t and

then

I w

as n

ot s

ure

I w

as s

uppo

sed

to d

o th

is.

But

it w

as in

tere

stin

g to

see

in

side

the

viru

s an

d th

is

wor

ked

wel

l with

a b

lack

and

whi

te il

lust

ratio

n sh

owin

g th

e vi

rus

and

its p

arts

. Thi

s m

odel

wou

ld re

ally

dra

w k

ids

(not

the

slid

e)

Firs

t pan

el, t

oo d

iffic

ult.

Viru

sm

odel

muc

h ea

sier

to

unde

rsta

nd (p

arts

and

how

th

ey w

ork)

See

abo

veY

es, I

saw

thes

e an

d th

ese

wer

e in

tere

stin

g (v

isito

r po

ints

to th

e ill

ustra

tions

, not

th

e ge

neric

sym

bols

). Th

ey

wer

e in

eac

h ex

hibi

t and

so

saw

a p

atte

rn, b

ut th

e pa

ttern

did

not

cla

rify

anyt

hing

; ind

iffer

ent t

o pa

ttern

.

Sim

plify

and

cla

rify

the

begi

nnin

g.

11M

YTh

is is

the

hard

est t

o ex

plai

n th

at "r

eally

real

ly

smal

l diff

eren

ces

can

mak

e so

met

hing

in y

our

body

go

real

ly w

rong

." It'

s ha

rd to

bel

ieve

be

caus

e yo

u ca

n't s

ee it

Wor

ks in

a la

b try

ing

to fi

gure

w

hat t

rait

in a

viru

s ca

n in

fect

th

e bo

dy

Pro

babl

y be

caus

e of

the

larg

er

impa

ct o

n hu

man

life

. He

thin

ks

he m

ight

go

to c

olle

ge to

stu

dy

AID

S re

sear

ch

Mut

atio

n m

anip

ulat

ive)

. D

iffer

ence

s in

mut

atio

n ra

te

from

birt

h to

one

yea

r. Li

ked

the

repe

titio

n of

the

nucl

eotid

es. H

elpe

d yo

u un

ders

tand

you

r bio

logy

Rep

eats

kid

s' D

NA

. Kin

d of

ho

w it

mov

ed a

nd c

hang

e an

d th

e m

utat

ions

cha

nge.

Term

inol

ogy.

I ne

ver

unde

rsto

od g

enet

ics

that

w

ell,

nucl

eotid

es –

talk

ed

abou

t the

m in

bio

logy

Add

mor

e—be

caus

e I l

ike

this

par

t. Th

is is

the

basi

s of

the

big

pict

ure

for t

he re

st o

f the

ani

mal

sTa

lk a

bout

gen

etic

s di

ffere

nces

of a

ll th

e an

imal

s.

Pag

e 2

of 2


23

70%

Pro

toty

pe R

evie

w o

f Exp

lore

Evo

lutio

n Fo

rmat

ive

Eva

luat

ion:

Dia

tom

ID#

Sex

Age

gr

oup

How

wou

ld y

ou e

xpla

in w

hat t

his

exhi

bit i

s ab

out?

Wha

t doe

s th

is s

cien

tist d

o fo

r his

re

sear

ch?

Wha

t mak

es th

is li

ving

thin

g sp

ecia

l or i

nter

estin

g to

sc

ient

ists

?

Wha

t did

you

do

here

?H

ow d

id th

is w

ork?

Wha

t is

this

abo

ut?

W

hat p

arts

of t

his

mig

ht

be d

iffic

ult f

or o

ther

vi

sito

rs to

und

erst

and?

7.5

VIS

T: D

id y

ou n

otic

e th

ese

sym

bols

? D

id th

ey

help

you

und

erst

and

the

idea

s be

tter?

Are

ther

e an

y ch

ange

s yo

u w

ould

reco

mm

end

to im

prov

e th

is p

art?

Sum

mar

y

3F

AY

ello

wst

one

Lake

is n

ear m

y ho

use.

I’d

say

littl

e or

gani

sms

live

in

the

lake

, litt

le b

its o

f alg

ae.

Hav

e yo

u ev

er s

een

smal

l thi

ngs

in th

e la

ke?

Pon

d sc

um?

It’s

mad

e up

of t

hous

ands

of t

hese

[dia

tom

s].

I’d s

how

the

kid

the

mod

el.

The

mod

el is

one

blo

wn

up re

ally

big

. Th

is d

iato

m is

onl

y fo

und

in th

is la

ke, a

nd th

ey th

ink

that

it w

as fi

rst

born

ther

e [in

Yel

low

ston

e La

ke].

But

this

was

not

eng

agin

g m

e,

it’s

not a

skin

g qu

estio

ns.

This

wou

ld n

ot b

e in

tere

stin

g to

kid

s.

Nee

d to

hel

p sc

ient

ists

sol

ve th

e m

yste

ry.

Col

lect

ing

diat

oms.

Try

ing

to fi

nd o

ut w

hen

they

firs

t sho

wed

up.

I don

’t kn

ow.

Wel

l, th

is is

the

only

pla

ce th

ey fi

nd th

is

parti

cula

r one

. A

nd it

app

eare

d in

a s

hort

perio

d of

tim

e. 4

000

year

s is

rapi

d ev

olut

ion.

Y

ello

wst

one

is a

spe

cial

pla

ce.

Trie

d to

get

it to

wor

k, b

ut it

ge

ts s

tuck

. D

idn’

t clo

se.

You

’re n

ot a

skin

g m

e qu

estio

ns.

Why

are

they

doi

ng th

is

rese

arch

? Y

ou a

re m

issi

ng

the

rest

of t

he s

tory

.

Nee

d to

cre

ate

the

mys

tery

– tra

nsla

te th

e sc

ient

ists

pa

ssio

n to

you

, the

vis

itor.

A

sk q

uest

ions

for p

eopl

e to

figu

re o

ut.

23F

A“I

wou

ld fi

rst s

tart

to p

oint

out

mic

rosc

opic

siz

e an

d th

en e

volu

tion.

Th

en th

at it

sho

ws

life

in p

onds

.”“H

e ch

ecke

d to

see

cha

nges

in d

iato

ms

as

time

wen

t on

so th

at h

e co

uld

see

chan

ges

in c

limat

e.”

“So

they

cou

ld m

ake

pred

ictio

ns

for t

he fu

ture

. Fig

ure

out

patte

rns.

If y

ou u

nder

stan

d th

e pa

st y

ou c

an w

ork

with

the

futu

re.”

“Loo

ked

at th

e co

mpu

ter.”

M

ultim

edia

“is

good

it g

rabs

ki

ds a

ttent

ion.

All

visu

als

do.”

Mic

rosc

ope:

400

x sa

w it

w

ell.

100x

bla

nk s

cree

n

Mul

timed

ia:

easy

to s

ee h

owpo

llen

and

diat

oms

chan

ged

over

tim

e.

All

of it

mad

e se

nse.

But

pe

ople

with

you

nger

kid

s m

ay n

ot h

ave

the

time

to

figur

e it

all o

ut.

A lo

t of

info

rmat

ion

and

youn

g ki

ds

have

sho

rt at

tent

ion

span

s.

Forg

ot to

ask

it a

t dia

tom

s.

Ask

ed a

t Fun

gus.

“Sw

itch

pane

ls (l

abel

s)

arou

nd o

n di

atom

mod

el”

so th

at th

e ex

plan

atio

n of

th

e m

odel

is th

e fir

st th

ing

you

see

and

the

pond

sc

um (?

) is

seco

nd.

Put

pu

nctu

atio

ns n

ext t

o bi

g w

ords

.

22M

Y“I

thin

k it’

s ab

out h

ow p

ond

scum

evo

lves

in s

peci

fic la

kes”

(dad

in

terv

ened

to a

nsw

er th

e qu

estio

n“D

idn’

t rea

d it”

beca

use

you

can

see

som

e sp

ecifi

c ev

olut

ion

in p

lace

s (d

ad

inte

rven

es)

“Har

d tim

e us

ing

the

slid

e sh

ow to

get

to th

e in

tere

stin

gpa

rt” (o

rgan

ism

s). L

iked

us

ing

the

mic

rosc

ope

a lo

t.

“don

’t kn

ow”

“pon

d sc

um is

uni

que

to h

owit

appe

ars

in p

lace

s.”

“I th

ink

it is

an

easy

idea

re

ally

.”N

eeds

the

nam

es o

n th

e sl

ide

show

larg

er s

o yo

u ca

n ea

sily

see

the

diat

oms

com

e fro

m d

iffer

ent

plac

es. P

ut d

iato

ms

up

abov

e on

the

pane

l so

they

ar

e ea

sy to

see

. (th

e in

tera

ctiv

e m

akes

them

ha

rd to

get

to th

e in

tere

stin

g pa

rts. (

dad

com

men

t)4

MY

Abo

ut d

iato

ms

in Y

ello

wst

one

- the

y ha

ve c

hang

ed a

nd a

re d

iffer

ehe

re.

Stu

dy c

hang

es in

thei

r stru

ctur

eIt

chan

ged

in ju

st 4

,000

yea

rsLo

oked

at m

icro

scop

e an

d th

e sc

reen

Mic

rosc

ope

wor

ked

will

ex

cept

the

seco

nd o

ne is

ha

rder

to fo

cus;

scr

een

is

inte

rest

ing

but u

nder

“Sol

ve

a M

yste

ry” t

he d

iato

m d

id n

och

ange

ver

y m

uch;

they

pr

etty

muc

h lo

ok th

e sa

me.

How

they

cha

nged

in a

sho

rt tim

e.C

an’t

see

chan

ges

in

diat

oms.

Mor

e di

stin

ct c

hang

es a

nd

adju

st fo

cus

on s

econ

d pa

rt of

mic

rosc

ope.

Oth

er

than

thes

e th

ings

, goo

d.

5F

ATh

is is

inte

rest

ing

beca

use

I am

from

Mic

higa

n an

d th

e m

odel

is

nice

, but

har

d to

exp

lain

to a

chi

ld.

Fres

hwat

er b

iolo

gyTh

ese

are

only

foun

d he

re,

now

here

els

e, Y

ello

wst

one

is o

f in

tere

st.

Com

pare

and

con

trast

; co

uld

star

t with

M

icro

won

ders

and

if v

isito

r ha

d tim

e co

uld

look

into

m

icro

scop

e.

Enj

oyed

the

mic

rosc

ope

and

foun

d it

easy

to u

se (h

as

expe

rienc

e )

The

fact

that

thes

e ar

e fo

und

now

here

els

e.Fo

und

this

par

t of e

xhib

it ea

sy to

und

erst

and

Not

real

ly. N

ote:

lost

the

conn

ectio

n be

twee

n vi

rus

and

diat

om -

coul

d se

e ot

her e

xhib

its -

did

n’t

mak

e se

nse

with

viru

s an

d di

atom

21F

YTh

e cl

imat

e ca

n ch

ange

how

the

diat

om w

as. I

f it i

s a

cold

, wet

cl

imat

e it'

s di

ffere

nt. I

f the

clim

ate

war

ms

up th

en it

cha

nges

He

stud

ies

alga

e in

Yel

low

ston

e La

ke; h

e st

udie

s sp

ecie

s ev

olut

ion

It se

ems

rela

ted

… it

’s a

bas

ic

orga

nism

, you

can

find

out

mor

e ab

out i

t

She

look

ed a

t the

mod

el (n

ot

the

lab

benc

h). I

t's re

ally

in

tere

stin

g w

ith th

e di

ffere

nt

ribs.

Rea

lly in

tere

stin

g to

see

the

mod

el

Did

not

do

man

ipul

ativ

es.

Pre

fers

to lo

ok a

t the

ex

hibi

ts. L

ikes

the

Dis

cove

ry

chan

nel,

likes

to re

ad a

bout

bi

olog

y an

d w

atch

it o

n th

e D

isco

very

cha

nnel

Not

App

licab

leFe

lt th

at th

e la

ngua

ge w

ould

be

diff

icul

t for

her

frie

nds

to

unde

rsta

nd. T

hey

don'

t rea

d bo

oks

like

she

does

--- a

nd

they

don

't w

atch

Dis

cove

ry

chan

nel

Yes

, she

not

iced

them

at

each

exh

ibit,

bot

h th

e ch

art

and

the

sym

bols

. Thi

nks

that

they

hel

p.

No

real

cha

nges

. Lik

ed th

ela

yout

, it l

ooks

inte

rest

ing

and

catc

hes

your

eye

.

Sub

ject

s 17

, 17a

, 17

b F

A

and

two

MY

Dia

tom

s: D

iato

m V

ist p

anel.

17

- rea

d pa

nel t

o gr

oup.

17b

- W

hat

is a

dia

tom

?? 1

7, 1

7a, 1

7b lo

oked

for a

nsw

er o

n pa

nel,

but c

ould

no

t fin

d it.

17b

- su

gges

ted

putti

ng d

efin

ition

on

blan

k sp

ace

on

pane

l. G

roup

und

erst

ood

char

acte

ristic

s, b

ut n

ot w

hat i

t the

or

gani

sm is

. Dia

tom

mod

el 17

b - f

ound

wha

t a d

iato

m is

. 17

- rea

dsal

oud

“Pon

d sc

um” 1

7a, 1

7b -

like

mod

el a

lot a

nd to

uch

it. 1

7b -

says

“It h

as ri

bs li

ke m

e” 1

7 -s

ugge

sted

that

mov

e m

odel

to fr

ont o

f ex

hibi

t or d

efin

e di

atom

on

first

pan

el. D

iato

m s

cree

n 17

a - n

o pr

oble

m w

ith re

achi

ng, u

sing

mou

se o

r red

but

ton.

Gro

up w

ent t

o so

lve

a m

yste

ry -

got t

o th

e m

ultip

le c

ores

(?) b

ut c

ould

not

get

an

ythi

ng to

clic

k (1

7b s

aw x

to e

xit)

tried

mul

tiple

tim

es a

nd e

ven

sent

bac

k to

beg

inni

ng a

nd c

ould

n’t g

et a

nyth

ing

out o

f it.

17b

- sa

id th

at h

e di

dn’t

get i

t and

won

dere

d w

hat p

olle

n w

as d

oing

ther

e17

a - t

ried

but g

ot s

tuck

. Gro

up w

as fr

ustra

ted

that

they

cou

ld n

ot

find

or s

olve

the

mys

tery

. G

roup

nex

t wen

t to m

icro

won

ders

and

lo

oked

at t

he d

iffer

ent p

ictu

res

- enj

oyed

the

pict

ures

- bu

t no

info

rmat

ion

beyo

nd th

at.

29M

Y“It

talk

s ab

out t

he d

iffer

ence

bet

wee

n po

llens

and

the

stuf

f fou

nd in

th

e m

ud in

pon

ds E

xpla

ins

wha

t all

of it

is.”

“The

y pu

lled

out s

tuff

from

mud

and

look

ed

at it

to s

ee th

e di

ffere

nce.

”“B

ecau

se it

sho

ws

how

muc

h ch

ange

was

in d

iffer

ent y

ears

. It

expl

ains

a b

it ab

out l

akes

and

ho

w d

iffer

ent t

hey

wer

e.”

(he

read

, pla

yed

with

m

icro

scop

e an

d th

e in

tera

ctiv

e, lo

oked

at t

he

mod

el)

“Whe

n yo

u lo

oked

at t

he

pict

ures

and

the

mod

el...

then

you

cou

ld s

ee

wha

t was

in th

e m

icro

scop

e.”

“Wha

t dia

tom

s an

d po

llens

re

ally

are

.”“I

look

ed a

t the

pan

el (o

ver

the

benc

h) to

see

wha

t it

was

abo

ut.”

“Non

e re

ally

. Mic

rosc

ope

wor

ks o

k. S

oftw

are

look

s go

od. I

mig

ht m

ake

whe

re

you

are

to c

lick

activ

e (s

o yo

u ca

n te

ll w

hat t

o do

)”

Boy

thirt

een

spen

t qui

te a

whi

le lo

okin

g at

all

parts

of t

he d

iato

m e

xhib

it. S

peci

fic

com

men

ts a

bout

mic

rosc

ope

said

that

it

was

ok

to fo

cus.

He

thou

ght t

he 1

00X

di

d no

t hav

e as

muc

h fo

cus

as th

e ot

her

part.

Tha

t the

oth

er s

lide

was

“off

to th

e si

de.”

“Coo

l” w

as h

is o

ver a

ll co

mm

ent.

Pag

e 1

of 1


24

70%

Pro

toty

pe R

evie

w o

f Exp

lore

Evo

lutio

n E

xhib

it Fo

rmat

ive

Eva

luat

ion:

Ant

/Fun

gus

ID#

Sex

Age

gr

oup

How

wou

ld y

ou e

xpla

in w

hat t

his

exhi

bit i

s ab

out?

Wha

t doe

s th

is s

cien

tist d

o fo

r his

re

sear

ch?

Wha

t mak

es th

is li

ving

thin

g sp

ecia

l or i

nter

estin

g to

sc

ient

ists

?

Wha

t did

you

do

here

?H

ow d

id th

is w

ork?

Wha

t is

this

abo

ut?

W

hat p

arts

of t

his

mig

ht

be d

iffic

ult f

or o

ther

vi

sito

rs to

und

erst

and?

7.5

VIS

T: D

id y

ou n

otic

e th

ese

sym

bols

? D

id th

ey

help

you

und

erst

and

the

idea

s be

tter?

Are

ther

e an

y ch

ange

s yo

u w

ould

re

com

men

d to

impr

ove

this

par

t?

16M

YIn

form

atio

n on

wha

t ant

s do

.“T

akes

leaf

cut

ter a

nts

and

puts

them

in

diffe

rent

con

tain

ers

that

hav

e le

aves

, dirt

, an

d ot

her t

hing

s an

d do

diff

eren

t ex

perim

ents

.”

Som

ethi

ng ju

st in

spire

d hi

mLo

oked

at t

he m

ovie

.M

ovie

“at

tract

s at

tent

ion”

“It

’s g

ood.

”(I

aske

d if

he c

ould

tell

me

wha

t the

pet

ri di

shes

wer

e ab

out.)

“Y

ou p

ut a

nts

into

th

em fo

r you

r exp

erim

ents

” (H

e w

as u

nsur

e of

this

.)

Rea

ding

som

e of

the

text

. It

varie

d th

ough

. N

one

23F

AIt’

s ta

lkin

g ab

out a

nts

and

the

way

an

ant i

s a

farm

er.

The

earli

est f

arm

and

how

ant

s m

ake

colo

nies

. Th

e re

mar

kabi

lity

of a

nts

He

stud

ies

ants

and

det

erm

ines

how

they

m

ake

crop

s an

d th

e jo

bs o

f diff

eren

t ant

s an

d th

e di

ffere

nt fo

ods.

How

they

pic

k ou

t ba

d fu

ngus

from

the

good

.

“The

ir or

gani

zatio

n an

d ab

ility

to

harv

est a

nd g

row

cro

ps.

The

self

cont

aini

ng c

olon

ies.

”

Look

ed a

t the

vid

eoLi

ked

visu

als.

The

TV

sc

reen

was

goo

d. G

ood

for

kids

Poi

nted

out

the

petri

dis

hes

and

aske

d “W

hat a

re w

e try

ing

to g

et a

cros

s? W

hat

are

bact

eria

def

ende

rs?”

S

he h

ad e

arlie

r rea

d so

me

of it

out

loud

to th

e ki

ds, b

ut

it w

as n

ot e

noug

h fo

r her

to

get t

he m

ain

idea

.

Did

n’t n

otic

e th

e sy

mbo

ls.

Did

see

tim

e in

the

one

exhi

bit (

diat

oms)

.

Did

n’t a

nsw

er th

is q

uest

ion

her

youn

gest

gra

ndch

ild n

eede

d at

tent

ion.

19M

ATh

is is

abo

ut th

e co

exis

tenc

e of

diff

eren

t pl

ants

, ins

ects

, spe

cies

– h

ow th

ey h

elp

each

ot

her s

urvi

ve. T

his

is a

sm

all v

ersi

on o

f ev

eryt

hing

that

hap

pens

on

Ear

th…

how

one

sp

ecie

s co

uldn

’t liv

e w

ithou

t the

oth

er.

He

is w

atch

ing

the

ant c

o-ex

ist w

ith

bact

eria

, mic

rofu

ngus

. His

rese

arch

in

volv

es ta

king

one

of t

he fo

ur e

lem

ents

, on

e pa

rtner

out

of t

he e

quat

ion

to s

ee

who

’s h

elpi

ng w

ho b

etw

een

the

four

pa

rtner

s.

Inte

rest

ing

in th

at th

e de

eper

yo

u lo

ok a

t the

rela

tions

hips

be

twee

n lif

efor

ms,

the

mor

e yo

u re

aliz

e ho

w im

porta

nt

ever

ythi

ng is

to e

very

one

else

. Li

ke if

you

took

oxy

gen

out o

f th

e ra

info

rest

or c

uttin

g tre

es

dow

n…It

tells

us

we

need

to b

e ca

refu

l as

a sp

ecie

s be

caus

e w

ear

e so

pow

erfu

l as

hum

ans.

Wat

ched

the

vide

o.I d

idn’

t do

anyt

hing

. I ju

st

wat

ched

whe

n so

meo

ne

else

sta

rted

it. I

’m

assu

min

g yo

u ju

st p

ush

the

butto

ns h

ere.

* I d

idn’

t ask

this

(I th

ough

t hi

s qu

estio

n 3

answ

er s

poke

to

this

)

The

petri

e ex

perim

ent w

ould

be

har

d to

und

erst

and

with

out w

atch

ing

the

vide

o.

It’s

self-

expl

anat

ory

with

the

vide

o.

Yea

h. I

look

ed a

t tho

se,

they

hel

ped,

but

it to

ok u

ntil

tow

ard

the

end

to s

ee w

hat

was

goi

ng o

n.

Not

hing

…m

aybe

a s

ign

that

say

s “W

atch

the

vide

o fir

st.”

1M

Y(I

took

out

the

“to a

chi

ld” p

art.)

Mol

d gr

owin

g on

ant

s an

d ho

w a

fung

us fi

ghts

off…

I hav

e no

clu

e…S

tudi

es th

e an

t and

they

pr

otec

t the

littl

e...

How

the

ants

reac

t to

stuf

f gr

owin

g on

thei

r fun

gus

and

then

they

cut

off

the

infe

cted

fu

ngus

and

stu

ff is

gro

win

g on

th

eir b

acks

.

Wat

ched

the

vide

o “A

nt

Farm

ers”

* I d

idn’

t ask

this

.*

I did

n’t a

sk th

is (h

is

answ

er to

3 a

nsw

ered

this

)Th

e ba

cter

ia a

nd th

e fu

ngus

pa

rt…ho

w th

e an

ts re

act t

o it.

(I a

sked

him

if h

e m

eant

th

e P

etri

dish

es p

art a

nd h

e sa

id “y

eah”

).

I did

n’t r

eally

kno

w w

hat

they

mea

nt.

Mor

e ex

plan

atio

ns o

f wha

t the

se (t

he

Pet

ri di

shes

) are

.

15F

AI w

ould

talk

abo

ut h

ow th

e lif

e cy

cle

evol

ves

diffe

rent

cre

atur

es ..

.they

wor

k to

geth

er ..

..the

w

hole

idea

of n

atur

e pr

opog

atin

g w

ithou

t the

he

lp o

f man

.

I wou

ld t

alk

abou

t ...”

how

sci

entis

ts c

olle

ct

info

rmat

iohn

. the

tool

s he

use

s, th

e sp

ecia

l con

tain

ers

(pet

ri di

shes

)...th

e tim

e it

take

s to

dev

elop

.

List

enin

g an

d re

adin

g...s

ome

touc

hing

.Its

a lo

t of r

eadi

ng. I

was

in

tere

sted

her

e be

caus

e I

gard

en...

.

No

The

but

tons

are

not

wor

king

. It i

s ni

ce to

be

liste

ning

(to

audi

o ab

out

the

ants

). Th

ere

is a

var

iety

of

appr

oach

es h

ere.

..tha

t is

good

. The

re

are

touc

habl

es, i

t is

inte

ract

ive.

The

be

nche

s le

ts k

ids

“get

thei

r mov

e ne

eds

addr

esse

d.”

14M

AA

dult:

How

ove

r tim

e an

imal

s an

d in

sect

s ha

ve d

evel

oped

the

abili

ty to

use

thin

gs w

ithin

th

eir e

nviro

nmen

t to

live

with

and

use

to th

eir

adva

ntag

e. I

nsec

ts th

at fa

rm, p

retty

am

azin

g.

Adu

lt: s

tudi

es fu

ngus

and

bac

teria

, ant

s.

Look

s lik

e he

stu

dies

sym

biot

ic

rela

tions

hips

and

how

they

wor

k.

Adu

lt: W

hat t

he a

nts

have

ev

olve

d in

to, t

hey

take

leav

es,

and

mak

e fa

rms

and

grow

fu

ngus

, it’s

all

inte

rest

ing

abou

t ho

w th

at w

orks

. P

retty

ad

vanc

ed e

volu

tion

for a

sm

all

inse

ct li

ke th

at.

(Sec

ond)

Wha

t did

you

fin

d su

rpris

ing?

Adu

lt:

Just

how

adv

ance

d th

e w

hole

pro

cess

see

med

to

be.

Inse

cts

that

we

cons

ider

min

dles

s ha

ve

deve

lope

d in

stin

cts

to th

e po

int i

t see

ms

like

this

is a

ll pl

anne

d.

(Pet

ri di

shes

) Adu

lt: I

real

ly

didn

’t un

ders

tand

that

at a

ll,

wha

t’s in

the

dish

es.

Adu

lt: I

thin

k th

ese

exhi

bits

ar

e ov

er y

oung

er k

ids’

he

ads,

eve

n m

y so

n w

ho is

a

good

read

er.

Unl

ess

you

can

read

real

ly w

ell y

ou

wou

ld h

ave

to h

ave

a lo

t ex

plai

ned.

The

bas

ic

scie

nce

of it

. It’

s go

od fo

r so

meo

ne li

ke m

e or

an

olde

r ch

ild.

(1st

) Adu

lt: Y

ou g

uys

do p

retty

dar

n go

od h

ere.

(3rd

) Adu

lt: W

hen

I firs

t ca

me

up to

this

exh

ibit,

I ha

d a

hard

tim

e pu

tting

eve

ryth

ing

toge

ther

for

som

e re

ason

. M

y fir

st th

ing,

wha

t is

this

all

abou

t, I d

idn’

t get

it.

It di

dn’t

com

e to

me

real

ly e

asily

. M

aybe

if I

sat d

own…

(4th

) Pet

ri: A

dult:

The

y ha

ve th

ese

expe

rimen

ts h

ere

and

its

not r

eally

cle

ar.

It sh

ould

be

clea

r.

Som

ethi

ng ri

ght h

ere

shou

ld e

xpla

in

exac

tly, a

littl

e cl

eare

r, w

hat t

his

is.

May

be if

you

read

thro

ugh

it al

l it

wou

ld b

e cl

ear,

but t

o a

child

it’s

all

Gre

ek.

Too

muc

h te

xt fo

r a c

hild

and

ev

en s

ome

adul

ts. I

did

n’t p

ut it

all

toge

ther

.

14b

MY

(Firs

t) U

niqu

e pa

rtner

ship

s (v

ideo

) 9-y

ear-

old

boy:

See

ho

w th

e fu

ngus

gro

ws

and

how

the

quee

n m

akes

new

fa

rms,

take

s a

little

bit

of

fung

us a

nd m

akes

a n

ew

one.

(Thi

rd) W

hat d

id y

ou

find

surp

risin

g? B

oy: H

ow

long

the

fung

us h

as b

een

arou

nd

(2nd

) Vid

eo: B

oy: p

retty

coo

l I th

ink,

ev

en fo

r litt

le k

ids,

may

be fi

ve m

ight

un

ders

tand

it.

17,

17a,

17

b

F, M

, M

A, Y

, YFi

lm: 1

7a -

star

ted

with

ant

farm

ers

- wat

ched

it

care

fully

and

enj

oyed

it. 1

7 an

d 17

a - t

ryin

g to

figu

re o

ut p

etrie

dis

hes

- cou

ld n

ot d

o it.

G

uess

ed a

t it -

bac

teria

atta

cks

ants

????

Sai

d th

at th

ey d

id n

ot k

now

wha

t the

y w

ere

look

ing

at. 1

7a -

wat

ch a

nt fa

rmer

s al

so a

nd

engr

osse

d. T

hen

17, 1

7a, 1

7b w

atch

uni

que

partn

ersh

ips.

17

and

17b

go “O

h th

at’s

wha

t th

at m

eans

.” N

ow th

e di

shes

wer

e cl

eare

r. 17

b w

onde

rs w

hy s

cien

tists

are

stu

dyin

g th

is (a

nts)

ra

ther

than

how

to c

ure

canc

er. W

hen

aske

d if

one

butto

n sh

ould

be

put i

n fro

nt o

f ano

ther

(a

nt fa

rmer

s be

fore

uni

que

partn

ers)

- sa

id n

o.

But

all

thre

e su

gges

ted

that

vis

itors

wat

ch

uniq

ue p

artn

ers

befo

re tr

ying

to u

nder

stan

d th

e pe

trie

dish

es. F

ungu

s vi

sit -

17a

- no

ticed

that

fir

st fa

rmer

s w

ere

ants

, not

peo

ple.

17,

17a

, 17

b lo

oked

but

no

com

men

ts.

Pag

e 1

of 1


25

70%

Pro

toty

pe R

evie

w o

f Exp

lore

Evo

lutio

n E

xhib

it F

orm

ativ

e E

valu

atio

n: F

LY

ID#

Sex

Age

gr

oup

How

wou

ld y

ou e

xpla

in w

hat t

his

exhi

bit i

s ab

out?

Wha

t doe

s th

is s

cien

tist d

o fo

r his

rese

arch

?W

hat m

akes

this

livi

ng th

ing

spec

ial o

r int

eres

ting

to

scie

ntis

ts?

Wha

t did

you

do

here

?H

ow d

id th

is w

ork?

Wha

t is

this

abo

ut?

W

hat p

arts

of t

his

mig

ht b

e di

fficu

lt fo

r oth

er v

isito

rs

to u

nder

stan

d?

7.5

VIS

T: D

id y

ou n

otic

e th

ese

sym

bols

? D

id th

ey

help

you

und

erst

and

the

idea

s be

tter?

Are

ther

e an

y ch

ange

s yo

u w

ould

reco

mm

end

to im

prov

e th

is p

art?

13F

YA

bout

the

diffe

rent

sha

pes

of h

ead,

ant

enna

e,

and

win

g pa

ttern

s of

the

mal

e an

d th

e fe

mal

e an

d w

hy th

eir d

iffer

ent.

He

wat

ches

the

flies

mat

e.Th

e w

ay th

ey k

ind

of li

ke d

ance

.Y

ou w

atch

ed th

e fly

do

thei

r lit

tle d

ance

mat

e th

ing.

It

was

kin

da w

eird

.

It w

as k

ind

of s

low

, it d

idn’

t nar

rate

to

tell

me

wha

t to

do.

I did

n’t k

now

w

hat i

t did

till

I rea

d a

little

bit

mor

e.

This

(mod

els)

is p

retty

eas

y to

und

erst

and,

but

this

(m

ultim

edia

) is

hard

to

unde

rsta

nd b

ecau

se it

did

n’t

tell

you

wha

t par

t of t

he b

ody

it w

as u

sing

or l

ike

wha

t was

a

drop

of w

ater

.

It w

ould

nar

rate

it fo

r you

–

have

it te

ll yo

u w

hat t

o do

.

10F

AM

atin

g se

lect

ion

and

how

ove

r tim

e, c

erta

in

char

acte

ristic

s be

cam

e m

ore

attra

ctiv

e an

d ov

er ti

me,

cha

nges

hap

pene

d, a

nd n

atur

al

sele

ctio

n. S

imila

r to

hum

ans

som

etim

es.

Stu

dies

mat

ing

beha

vior

.I s

uppo

se w

hat i

t tel

ls th

em

abou

t evo

lutio

n, li

fe o

f spe

cies

. I m

ade

the

com

paris

on to

hu

man

s.

Com

pare

d th

e m

ale

and

fem

ale

and

notic

ed, i

t pl

ayed

on

how

fem

ales

, w

ell,

mal

es b

ecam

e m

ore

and

mor

e el

abor

ate

beca

use

that

’s w

hat

attra

cted

fem

ales

. Lo

oked

at

diff

eren

t cha

ract

eris

tics.

Dep

ends

on

the

age,

who

’s

look

ing.

Who

le th

ing

hard

fo

r you

nger

kid

s. T

hing

s th

ey a

re n

ot fa

mili

ar w

ith,

not a

lot o

f bac

kgro

und.

P

robl

em w

ith th

e w

hole

ex

hibi

t. M

y fif

th g

rade

rs

wou

ld p

roba

bly

wal

k ar

ound

an

d be

in a

nd o

ut o

f her

e fa

irly

quic

kly,

unl

ess

we

wer

e do

ing

a sp

ecifi

c un

it,

but w

e do

n’t d

o a

lot o

f tha

t at

this

leve

l. V

ery

abst

ract

co

ncep

ts fo

r you

nger

kid

s.

I do

thin

k ki

ds e

njoy

vi

deos

, I th

ink

the

voca

bula

ry a

nd la

ngua

ge

has

to b

e si

mpl

er.

The

voca

bula

ry h

ere

is v

ery

soph

istic

ated

.

5F

AS

how

s ho

w o

ne b

ecom

es m

any;

I w

ould

use

th

e gr

aphi

c to

hel

p sh

ow th

is.

Stu

dies

thes

e fru

it fli

es a

nd h

ow

they

hav

e ch

ange

dR

apid

cha

nge

Look

ed a

t eac

h sp

ecim

en.

Eas

y to

see

. The

gra

phic

tree

with

ph

otos

was

ver

y go

od. Y

ou c

an

easi

ly s

ee th

e ch

ange

s in

flie

s an

d th

eir r

elat

ions

hip.

Mal

e/fe

mal

e di

ffere

nces

and

w

hy th

ere

are

diffe

renc

es;

wer

e ea

sy to

see

and

un

ders

tand

;

Ver

y cl

ear e

xcep

t for

the

leg

hairs

(fuz

zy) b

ut th

e co

ncep

t w

as u

nder

stan

dabl

e

Red

o le

g ha

irs s

peci

men

21F

YIt’

s ab

out f

lies,

abo

ut h

ow th

ey c

hang

e. T

hey

cam

e to

the

isla

nd a

nd o

nce

they

wer

e th

ere

they

all

spre

ad o

ut b

ecau

se th

ere

was

n't a

ny

com

petit

ion.

Bec

ause

ther

e w

ere

thin

gs th

ey

adap

ted

to.

Did

n't l

ook

at th

is p

anel

It's

inte

rest

ing

that

the

flies

can

ch

ange

so

muc

h an

d th

at th

ey

live

in th

e sa

me

area

(Fly

Spe

cim

ens)

Loo

ked

at

the

flies

. The

fem

ales

are

pl

aine

r tha

n th

e m

ales

Mal

e fli

es a

re e

labo

rate

ly

desi

gned

to c

atch

fem

ales

at

tent

ion

beca

use

the

fem

ales

are

par

ticul

ar a

bout

w

ho th

ey m

ate

with

Pre

tty e

asy

to u

nder

stan

d

15F

ATh

is is

info

rmat

ion

abou

t how

spe

cies

are

cr

eate

d. I

am n

ot s

ure

if I w

ould

tell

my

kids

ab

out s

ex li

ves.

I w

ould

say

that

they

mak

e fri

ends

my

sing

ing

a so

ng.

I wou

ld (t

ell m

y ki

ds) a

bout

how

sc

ient

ists

are

not

alw

ays

just

in

the

lab.

He

colle

cts.

He

wea

rs

glov

es. H

e ha

s to

find

ani

mal

s to

col

lect

...so

he

has

to fi

nd

way

s to

attr

act t

hem

. He

has

spec

ial e

quip

men

t.

“I w

as in

tere

sted

to k

now

he

(kan

eshi

ro) c

hang

ed c

arre

r by

doin

g a

sum

mer

job.

..org

inal

ly

he w

as g

oing

to b

e a

phys

icia

n.

Mos

tly re

adin

g. L

ooke

d at

th

e pi

ctur

es. I

t mad

e m

e th

ink

abou

t Haw

aii.

For a

chi

ld u

nder

10

it is

a

lot o

f rea

ding

. I h

ave

an

eigh

t yea

r old

that

wou

ld

zone

out

her

e. G

eare

d to

wad

an

olde

r rea

der.

Did

n’t n

otic

e th

ese

Attr

acte

d to

the

scie

ntis

ts

face

. Lik

ed th

e be

nch

and

the

visu

al.

12F

YA

bout

the

flies

? H

ow th

ey u

m, h

ow th

ey m

ate

and

how

diff

eren

t kin

ds o

f the

ir w

ings

are

di

ffere

nt.

He

um e

xam

ines

flie

s an

d te

lls

abou

t the

m.

Um

, how

they

exp

lore

and

um

ge

t to

know

a lo

t abo

ut fl

ies.

I loo

ked

at h

ow th

e so

unds

th

ey m

ake,

wai

t, no

, yea

h an

d ab

out m

atin

g…I m

ean

how

they

do

song

s an

d da

nces

and

stu

ff.

* I d

idn’

t ask

this

.*

I did

n’t a

sk th

is.

How

they

…H

ow w

ould

they

fe

el?

Um

, it w

ould

be

hard

fo

r the

m to

kno

w h

ow th

ey

danc

e, d

o so

ngs.

Yea

h, u

mm

…W

hat I

lear

ned

abou

t it?

Yea

h, th

is h

elpe

d m

e un

ders

tand

(poi

nts

to

sele

ctio

n) a

nd th

is d

id

(poi

nts

to in

herit

ance

).

Wha

t I w

ould

cha

nge

abou

t it?

I w

ould

pro

babl

y ch

ange

, pro

babl

y ho

w

they

mat

e. *

I as

ked

“How

w

ould

you

cha

nge

that

?” I

w

ould

just

…. *

I as

ked

“Is

ther

e an

ythi

ng a

bout

it th

at

mad

e it

hard

to u

se o

r ha

rd to

und

erst

and?

” U

mm

…um

m…

* I

say

“No?

” She

nod

s.

24M

AE

xpla

inin

g ho

w n

ot ju

st fl

ies,

but

all

anim

als

can

chan

ge o

ver a

long

per

iod

of ti

me.

Who

they

de

cide

to m

ate

with

. I g

uess

I w

ould

exp

lain

it

in te

rms

of h

avin

g th

em th

ink

abou

t the

ir ow

n

pare

nts

and

thin

gs th

at th

ey h

ave

rece

ived

from

th

eir p

aren

ts, t

he c

olor

of e

yes

or t

hose

kin

ds

of th

ings

that

are

giv

en to

the

child

ren.

Jus

t lik

e fli

es w

hen

they

mat

e ar

e th

eir o

ffspr

ing

are

give

n ch

arac

teris

tics

in th

e sa

me

way

. O

ver

time

thos

e ch

arac

teris

tics

are

pass

ed o

n th

roug

h th

e ye

ars

and

you

can

get s

ome

pret

ty

stra

nge

thin

gs g

oing

on.

Not

sur

e w

hat y

ou m

ean?

Wha

t is

his

rese

arch

abo

ut?

Did

you

pi

ck u

p on

a s

cien

tist?

I d

idn'

t fo

cus

on th

e sc

ient

ist.

As

I was

go

ing

thro

ugh

I did

n't …

(pau

se)

I was

look

ing

at re

sults

and

co

mpa

rison

, and

focu

sing

on

that

, rat

her t

han

on th

e pr

oces

s an

d th

e pe

rson

that

was

doi

ng

it, e

ven

thou

gh h

e is

pre

tty

prom

inen

t whe

n yo

u lo

ok a

t tha

t fir

st d

ispl

ay (L

ab B

ench

).

Bec

ause

it is

so

easy

to s

ee th

is

proc

ess

up c

lose

with

frui

t flie

s

perh

aps

its, I

'm n

ot s

ure

may

be

beca

use

of th

e ch

ange

s fro

m

plac

e to

pla

ce.

Like

for i

nsta

nce

this

one

whe

re th

ey ta

lk a

bout

th

e tw

o sp

ecie

s w

ith a

lmos

t id

entic

al D

NA

and

they

look

qu

ite d

iffer

ent f

rom

diff

eren

t pa

rts o

f the

wor

ld.

I thi

nk it

is

fasc

inat

ing,

it's

like

the

Gal

apag

os Is

land

s, a

nd y

ou lo

ok

at a

t the

Haw

aiia

n is

land

s an

d yo

u se

e th

e pr

ogre

ssio

n. T

hat,

to m

e w

as in

tere

stin

g. T

he

prog

ress

ion

of th

e fru

it fly

sp

ecie

s fro

m o

lder

isla

nds.

It

seem

s to

be

logi

cal.

Wha

t wou

ld y

ou s

ay w

as

the

mos

t sur

pris

ing

thin

g yo

u le

arne

d? W

ell,

the

ritua

ls th

e m

ales

go

thro

ugh

in th

e fru

it fli

es to

attr

act a

fe

mal

e. I

t's in

tere

stin

g, n

ot

nece

ssar

ily s

urpr

isin

g be

caus

e I h

ave

seen

it s

o m

uch

in o

ther

spe

cies

big

an

d lit

tle.

I did

n't k

now

that

ab

out t

he fr

uit f

lies.

I a

m

fasc

inat

ed b

y th

e di

ffere

nce

in D

NA

, to

me

havi

ng tw

o fly

sp

ecie

s th

at h

ave

alm

ost t

he

sam

e D

NA

at c

an lo

ok s

o di

ffere

nt.

I gue

ss th

at k

ind

of p

eaks

my

inte

rest

.

Whe

n yo

u lo

oked

at t

he fl

ies

here

(on

the

right

sid

e of

the

fly

spec

imen

tabl

e).

Did

you

find

it

inte

rest

ing,

use

ful.

I th

ough

t I

saw

you

pee

ring

arou

nd it

?

Why

? W

hen

you

look

stra

ight

on

it do

es lo

ok li

ke th

ey a

re th

e sa

me

size

. Y

ou h

ave

to lo

ok to

the

side

so

you

can

see

the

obvi

ous

chan

ge

betw

een

the

two

size

s. I

wan

ted

to

see

the

actu

al s

ize

first

bec

ause

w

hen

you

first

look

at i

t fro

m th

is

view

they

are

abo

ut th

e sa

me

size

. Th

en y

ou re

aliz

e no

no

no th

is is

a

lot s

mal

ler.

So

if th

ere

was

som

e w

ay w

hen

you

first

app

roac

h it

that

yo

u co

uld

see

obvi

ousl

y th

at th

is

one

is a

lot s

mal

ler.

The

n so

me

how

mag

nify

it.

If yo

u w

ante

d to

se

e it

up c

lose

bec

ause

I do

n't s

ee

the

bene

fit o

f see

ing

it up

clo

se.

Unl

ess

you

chos

e to

…yo

u ar

e cu

rious

. Th

at s

eem

s to

be

the

thru

st o

f thi

s pa

rticu

lar d

ispl

ay

(ref

errin

g to

text

aro

und

the

box)

is

the

diffe

renc

e in

the

size

s. S

o yo

u se

e oh

my

gosh

, how

muc

h bi

gger

th

at o

ne is

.

Wha

t was

you

r opi

nion

on

the

flies

ove

r her

e (th

e fly

co

mpa

rison

s ne

xt o

n th

e le

ft si

de o

f the

fly

spec

imen

tabl

e)?

Thi

s w

as

inte

rest

ing

(to s

ee th

em) u

p cl

ose,

I co

uldn

't sp

ot th

e fo

rked

hai

r on

the

tip o

f the

m

ale'

s le

g. I

am n

ot s

ure

if it

was

the

angl

e or

not

. (a

noth

er v

isito

r who

was

ac

tivel

y lo

okin

g at

the

time

we

wer

e ta

lkin

g sa

id h

e co

uldn

't se

e it

eith

er.)

Frie

nd s

aid,

"Why

sho

uld

we

be in

tere

sted

in s

tudy

ing

flies

?")

That

is tr

ue

Eve

ryth

ing

need

s a

hook

. Th

ere

coul

d be

som

ethi

ng

like

a ev

en a

larg

er h

ook

that

is in

with

the

fly

thin

g(ba

nner

) may

be e

ven

that

que

stio

n. A

hoo

k to

get

so

meb

ody

to g

o in

to m

ore

deta

il. A

nd I

thin

k th

at

happ

ens

in o

ther

dis

play

s in

m

useu

ms,

whe

re y

ou a

re

not,

I mea

n yo

u do

n't h

ave

a ho

ok, y

ou a

re s

eein

g so

me

inte

ract

ion

stuf

f goi

ng o

n he

re a

nd m

aybe

you

do

that

, bu

t you

are

not

invo

lved

in

the

who

le, c

onne

ctin

g al

l the

pi

eces

toge

ther

. Fo

r kid

s,

they

are

goi

ng to

be

draw

n to

the

inte

ract

ives

. Y

ou w

ant

to d

raw

the

adul

ts in

too.

N

eed

som

ethi

ng fo

r the

m.

Do

you

have

any

oth

er

sugg

estio

ns a

bout

th

ings

we

shou

ld

chan

ge, o

ther

than

the

thin

gs w

e ha

ve ta

lked

ab

out?

Her

e's

an

inte

rest

ing

thin

g. H

e (a

noth

er v

isito

r) w

as

look

ing

at th

e fly

dan

cing

th

ing

(ref

errin

g to

m

ultim

edia

). A

nd I

neve

r go

t tha

t far

. It

seem

ed to

be

a li

ttle

slow

get

ting

to

that

par

t. I

stop

ped

befo

re

I saw

that

. It

actu

ally

has

th

em in

tera

ctin

g. I

t sh

owed

the

fem

ale

at fi

rst

and

then

was

slo

wly

m

ovin

g an

d I l

ost i

nter

est

in le

ft. I

t's fu

nny

beca

use

I w

ould

n't h

ave

know

n it

was

ther

e un

til I

look

ed

over

and

saw

it (a

noth

er

pers

on w

as o

pera

ting

the

mul

timed

ia a

s w

e ta

lked

).

(The

inte

ract

ion

look

ed

inte

rest

ing

to h

im, b

ut th

e bu

ild u

p lo

st h

is in

tere

st.)

Pag

e 1

of 2


26

70%

Pro

toty

pe R

evie

w o

f Exp

lore

Evo

lutio

n E

xhib

it F

orm

ativ

e E

valu

atio

n: F

LY

ID#

Sex

Age

gr

oup

How

wou

ld y

ou e

xpla

in w

hat t

his

exhi

bit i

s ab

out?

Wha

t doe

s th

is s

cien

tist d

o fo

r his

rese

arch

?W

hat m

akes

this

livi

ng th

ing

spec

ial o

r int

eres

ting

to

scie

ntis

ts?

Wha

t did

you

do

here

?H

ow d

id th

is w

ork?

Wha

t is

this

abo

ut?

W

hat p

arts

of t

his

mig

ht b

e di

fficu

lt fo

r oth

er v

isito

rs

to u

nder

stan

d?

7.5

VIS

T: D

id y

ou n

otic

e th

ese

sym

bols

? D

id th

ey

help

you

und

erst

and

the

idea

s be

tter?

Are

ther

e an

y ch

ange

s yo

u w

ould

reco

mm

end

to im

prov

e th

is p

art?

24a

MA

Flie

s ar

e ev

eryw

here

. Y

ou th

ink

of th

em a

s pe

sts.

Whe

n yo

u se

e th

em th

roug

h th

ese

mag

nify

ing

glas

ses

you

can

see

deta

il an

d th

e di

ffere

nces

of s

o m

any

diffe

rent

spe

cies

and

be

twee

n m

ale

and

fem

ale.

G

od h

elp

me

ther

e is

eve

n so

me

beau

ty to

them

. Th

e ha

nds

on

stuf

f I th

ink

appe

als

to k

ids

and

the

read

ing

stuf

f to

the

adul

ts

prob

ably

. It's

inte

rest

ing

too

that

th

ere

is s

ong

and

danc

e(in

frui

t fli

es),

just

like

in h

uman

s, in

te

rms

of m

atin

g. T

here

is m

usic

an

d da

nce

and

also

diff

eren

t ty

pes

of d

utie

s. A

ttrac

tion

kind

s of

thin

gs.

Wha

t wou

ld y

ou s

ay w

as

the

mos

t sur

pris

ing

thin

g yo

u le

arne

d? F

ruit

flies

that

w

e ar

e fa

mili

ar w

ith a

re ti

ny

like

insi

de th

ere.

The

se a

re

so m

uch

bigg

er a

nd y

ou c

an

see

so m

uch

mor

e ev

en w

ith

the

nake

d ey

e. I

won

dere

d w

hy.

(they

are

big

ger)

H

awai

i has

all

this

lush

tro

pica

l and

they

are

isol

ated

an

d so

forth

, may

be it

s go

t so

met

hing

to d

o w

ith w

hy

they

are

big

ger.

But

ther

e ha

s go

t to

be s

ome

reas

on

why

they

are

so

muc

h bi

gger

.

Wha

t was

you

r opi

nion

on

the

flies

ove

r her

e (th

e fly

co

mpa

rison

s ne

xt o

n th

e le

ft si

de o

f the

fly

spec

imen

tabl

e)?

I co

uldn

't se

e th

e fo

rked

hai

r eith

er

(on

the

tip o

f the

mal

e's

leg)

Why

sho

uld

we

be

inte

rest

ed in

stu

dyin

g fli

es?

18M

AIt’

s ab

out h

earin

g di

ffere

nt s

ound

s th

at fl

ies

mak

e w

hen

they

are

in th

e m

atin

g pr

oces

s.

Als

o ha

ving

the

oppo

rtuni

ty to

mak

e so

unds

si

mila

r to

flies

. “It’

s sh

owin

g th

e m

atin

g pr

oces

s.

The

diffe

rent

mov

ie c

lips

show

diff

eren

t dan

ces

flies

do

to a

ttrac

t fem

ales

. “

“Tha

t’s a

goo

d qu

estio

n.”

(sho

ws)

“how

som

e fli

es e

nd u

p on

diff

eren

t isl

ands

.” “C

urio

sity

”W

hat s

tood

out

to y

ou?

“I’

m g

lad

we

don’

t hav

e th

ose

flies

her

e.”

“All

seem

s pr

etty

sel

f ex

plan

ator

y,”

Wha

t cha

nges

wou

ld y

ou

reco

mm

end

to im

prov

e th

is e

xhib

it? “R

ed

butto

n....

” I d

idn’

t kno

w

exac

tly w

hat t

o do

with

it.

How

to s

tart.

Put

di

rect

ions

dow

n” (n

ext t

o th

e bu

tton)

28F

A(3

rd) F

A: H

ow th

at th

ey, i

t cha

nges

from

yea

r to

year

(5th

) FA

: Cor

rect

, bet

ter w

ord.

(1st

) FA

: I h

ave

no id

ea.

Ser

ious

ly, n

o id

ea. T

his

one

didn

’t in

tere

st m

e at

all.

The

on

ly th

ing

that

pro

babl

y in

tere

sts

me

is th

at o

ther

thin

gs c

hang

e (3

rd) F

A: t

he d

ance

cha

nged

w

ith th

e ge

nera

tions

. Tha

t par

t di

d.

(2nd

) FA

: I ju

st re

ad s

tuff.

I do

n’t l

ike

look

ing

at th

em

thin

gs (t

he v

ideo

scr

een)

. I’d

ra

ther

just

read

wha

t’s o

n th

e st

uff,

like

the

wha

le o

ne.

I lik

ed th

at o

ne b

ecau

se it

do

esn’

t hav

e on

e of

thes

e.

FA: I

gue

ss if

we

had

mor

e tim

e. B

ut a

lot o

f tim

es w

hen

we

com

e he

re w

e ha

ve k

ids

and

stuf

f and

it’s

har

d to

just

st

op a

nd s

it an

d re

ad o

r do

that

stu

ff, s

o…

* I d

idn’

t ask

this

.*

I did

n’t a

sk th

is (r

epet

ition

w

ith q

uest

ion

1).

(1st

) FA

: Litt

le k

ids

wou

ldn’

t un

ders

tand

this

at a

ll. I

m

ean,

they

und

erst

and

I gu

ess

wha

t it i

s, b

ut…

(3rd

) FA

: I th

ink

havi

ng a

pic

ture

lik

e th

is (d

raw

ing

of tw

o fli

es

on lo

wer

pan

el le

ft si

de),

but

I’d li

ke if

they

hav

e th

e re

al

pict

ure.

I th

ink

that

wou

ld

inte

rest

littl

e ki

ds m

ore

that

ju

st s

eein

g th

is. T

hey

mig

ht

com

e an

d pl

ay o

n th

at (t

he

vide

o sc

reen

), bu

t I th

ink

they

wou

ld p

lay…

We

wer

e w

ith s

ome

little

kid

s to

day

and

that

’s w

hat t

hey

do, j

ust

play

. But

I lik

e to

see

the

real

thin

g. I

mea

n, li

ke,

may

be e

ncas

ed a

nd y

ou

coul

d se

e it.

(non

e)

28a

F14

Y(1

st) F

14: H

ow H

awai

ian

fruit

flies

mat

e(2

nd) F

14: I

thin

k it’

s ju

st th

e lit

tle k

ids,

they

won

’t kn

ow it

an

d st

uff.

* Wha

t abo

ut th

is (t

he

vide

o sc

reen

/com

pute

r)?

D

id y

ou fi

nd th

is e

asy

to

use?

Did

you

find

any

pr

oble

ms

mov

ing

arou

nd

with

this

(the

mou

se)?

(1

st) F

14: N

ope.

I th

ough

t it

was

eas

y.

28b

F11

Y(2

nd) F

11: Y

eah.

(4th

) F11

: Gen

erat

ion

to

gene

ratio

nF1

1: G

ot tw

o fli

es m

aybe

, a b

oy

and

a gi

rl. (n

obod

y ha

d an

ythi

ng

else

)

(2nd

) F11

: the

dan

ce.

(1st

) F11

: I d

id…

me

and

(sis

ter’s

nam

e) lo

oked

at

thes

e, b

ut w

e di

dn’t

finis

h th

at o

ne c

ause

we

kind

a le

ft.

(4th

) F11

: Lik

e a

real

fly.

* Wha

t abo

ut th

is (t

he

vide

o sc

reen

/com

pute

r)?

D

id y

ou fi

nd th

is e

asy

to

use?

Did

you

find

any

pr

oble

ms

mov

ing

arou

nd

with

this

(the

mou

se)?

(2

nd) F

11: Y

eah,

like

our

la

ptop

.

27F

YI w

ould

firs

t sta

rt w

ith th

e fly

spe

cim

en ta

ble

and

the

body

par

ts a

nd ta

lk a

bout

the

man

y di

ffere

nt ty

pes

of fl

ies.

The

n ta

lk a

bout

whe

re

the

fly c

ame

from

. O

r may

be th

e V

IST

Pan

el

first

bec

ause

it e

xpla

ins

it m

ore,

but

not

the

mul

timed

ia p

anel

.

Did

n’t g

et a

nyth

ing

abou

t the

sc

ient

ist.

So

man

y w

ords

kin

d of

sm

all.

I don

’t lik

e to

read

as

muc

h as

look

at p

ictu

res.

P

aren

ts m

ight

read

to th

e ki

ds.

Larg

e si

ze o

f fly

. N

ot s

ure

wha

t th

e fly

doe

s th

at m

akes

it s

o im

porta

nt.

Wha

t sto

od o

ut to

you

? T

he

body

par

ts w

ere

grea

t. B

ody

size

ver

y in

tere

stin

g. K

ids

see

flies

eve

ryda

y an

d do

n’t

know

wha

t the

par

ts lo

ok

like.

I wan

t to

see

mor

e ha

nds

on.

VIS

T no

t int

eres

ting,

no

thin

g to

dra

w y

ou in

. W

ant m

odel

s sh

owin

g th

e ch

angi

ng fl

ies.

The

pic

ture

s ar

e no

t tha

t gre

at.

27a

FA

27A

Evo

lutio

n of

flie

s an

d ho

w th

ey c

ame

abou

t and

diff

eren

t flie

s.27

A d

idn’

t pay

atte

ntio

n to

sc

ient

ist e

ither

.27

A t

he w

ing

patte

rns.

Pag

e 2

of 2


27

70%

Pro

toty

pe R

evie

w o

f Exp

lore

Evo

lutio

n E

xhib

it Fo

rmat

ive

Eva

luat

ion:

Fin

ch

ID#

Sex

Age

gr

oup

How

wou

ld y

ou e

xpla

in w

hat t

his

exhi

bit i

s ab

out?

Wha

t doe

s th

is s

cien

tist d

o fo

r his

re

sear

ch?

Wha

t mak

es th

is li

ving

thin

g sp

ecia

l or i

nter

estin

g to

sc

ient

ists

?

Wha

t did

you

do

here

?H

ow d

id th

is w

ork?

Wha

t is

this

abo

ut?

W

hat p

arts

of t

his

mig

ht

be d

iffic

ult f

or o

ther

vi

sito

rs to

und

erst

and?

7.5

VIS

T: D

id y

ou n

otic

e th

ese

sym

bols

? D

id th

ey

help

you

und

erst

and

the

idea

s be

tter?

Are

ther

e an

y ch

ange

s yo

u w

ould

reco

mm

end

to im

prov

e th

is p

art?

16M

Y“It

’s a

bout

diff

eren

t typ

es o

f fin

ches

and

how

to

com

pare

them

.” A

bout

“how

man

y di

ffere

nt

popu

latio

ns th

ere

are.

” “A

bout

DN

A.”

“W

hat

they

eat

.” (W

hat f

inch

es e

at)

“He

wou

ld s

et u

p a

net a

nd tr

y to

cat

ch

bird

s an

d ge

t DN

A”

“Bird

s in

gen

eral

.” (a

re

inte

rest

ing)

“I lik

ed s

pinn

ing

the

bird

s.”

(mod

el o

f fin

ch) I

ask

ed “D

id

you

expe

ct it

to d

o so

met

hing

?” H

e sa

id “N

o,

just

spi

n.”

“Sho

ws

how

they

mea

sure

th

e be

aks.

” It’

s ha

rd to

turn

th

e re

d kn

ob.”

(on

the

calip

ers)

(A

s he

sho

wed

me

how

har

d it

was

to tu

rn h

e th

en re

aliz

ed th

at y

ou w

ere

supp

ose

to s

lide

it an

d no

t tu

rn.)

“bird

s an

d be

aks”

Ther

e is

a lo

t of i

nfor

mat

ion.

A

lot t

o re

ad.

Did

not

not

ice

the

sym

bols

, ne

ither

did

the

mot

her.

M

othe

r wen

t bac

k to

firs

t pa

nels

and

cam

e ba

ck la

ter

and

sugg

este

d th

ey b

e ne

ar

the

entra

nce

as it

ties

ev

eryt

hing

toge

ther

.

Non

e

1M

YTh

e di

ffere

nce

of w

hat f

inch

es e

at, h

ow th

ey

evol

ve a

nd h

ow th

eir b

eaks

wor

k.Th

ey m

easu

red

the

beak

siz

e of

diff

eren

t fin

ches

dur

ing

diffe

rent

sea

sons

. Fin

ches

ath

e sa

me

time

on th

e sa

me

isla

nd h

ave

diffe

rent

bea

k si

zes.

Abo

ut th

e di

ffere

nt s

ize

beak

s of

fin

ches

…I’m

not

real

ly s

ure.

Mea

sure

d th

e be

ak s

ize,

re

ad w

hat i

t mea

nt, l

ooke

d at

the

mod

el.

Adj

ust t

he to

ngs

to th

e re

ad

lines

and

com

pare

it to

the

othe

r fin

ch a

nd s

ee h

ow b

ig

a be

ak c

ompa

red

to th

e ot

her f

inch

.

* I d

idn’

t ask

this

(I th

ough

t qu

estio

n 1

answ

ered

this

).W

hy th

e fin

ches

hav

e di

ffere

nt b

eak

size

s.A

littl

e bi

t mor

e in

form

atio

n.

13F

YIt’

s ab

out t

he s

ize

of th

e bi

rds’

bea

ks, w

hat’s

go

ing

to h

appe

n lik

e in

a w

et y

ear,

or a

dry

yea

rIt’

s ki

nd o

f har

d to

exp

lain

.

Stu

dy b

irds

and

thei

r bea

ks, i

n di

ffere

nt

parts

of t

he w

orld

.Th

eir l

ifest

yle

and

thei

r bea

ks.

They

are

hea

vy a

nd th

ey u

se it

to

cra

ck s

eeds

.

Mea

sure

d th

eir b

eaks

.A

littl

e bi

t. T

he li

nes

tilte

d fu

nny

so y

ou c

ould

n’t g

et it

ex

actly

.

Abo

ut th

e fin

ch b

eaks

and

ho

w th

ey m

easu

re th

em.

I don

’t kn

ow.

Not

real

ly.

A li

ttle

mor

e ab

out t

he d

ry

year

, why

it’s

impo

rtant

to

stud

y th

eir b

eaks

.

21F

YTh

ey w

ent t

o th

e G

alap

agos

Isla

nds,

it's

like

the

flies

, all

of th

em a

re in

a s

mal

l are

a an

d th

ey

spre

ad o

ut a

nd th

ey c

hang

ed a

s th

ey a

dapt

ed.

Look

s at

var

iatio

n in

resp

onse

to th

e en

viro

nmen

t. A

t how

the

finch

es b

eaks

are

sm

alle

r in

the

dry

year

s an

d la

rger

in th

e w

et y

ears

. Loo

ks a

t how

diff

eren

t the

y w

ere

from

the

anci

ents

.

Var

iatio

n is

inte

rest

ing

(GLO

BE

) Dar

win

's v

oyag

e.

It w

as in

tere

stin

g to

find

out

th

e di

ffere

nt p

lace

s he

st

oppe

d at

to fi

nd th

e di

ffere

nt s

peci

es.

(CA

LIP

ER

S) T

hat w

orke

d re

ally

wel

l. It

portr

ayed

new

in

form

atio

n in

a w

ay th

at

was

eas

y to

und

erst

and.

B

eak

size

was

eas

y to

m

easu

re. S

he d

idn'

t kno

w

that

was

how

the

scie

ntis

ts

did

thei

r wor

k.

How

they

evo

lved

so

diffe

rent

ly. I

t sho

uld

be m

ore

in-d

epth

.

Nee

d m

ore

deta

il to

un

ders

tand

how

they

ev

olve

d so

diff

eren

tly.

25M

AN

atur

al s

elec

tion,

ani

mal

ada

ptin

g its

elf t

o th

e en

viro

nmen

tS

tudy

finc

hes

in G

alap

agos

, bas

ed o

n D

arw

in’s

180

0s re

sear

chW

hat k

ind

of p

rogr

ess

has

been

m

ade

sinc

e th

en (D

arw

in)

Glo

be: t

race

d ro

ute

on

glob

e, in

tere

stin

g. C

alip

ers:

Th

ese

wor

ked

fine

and

enjo

yed

doin

g it.

Esp

ecia

lly

enjo

yed

flipb

ook

and

the

conn

ectio

n be

twee

n be

ak

size

and

see

ds a

nd w

et a

nd

dry

seas

ons

Har

d to

find

the

STA

RT

poin

t on

glob

e, b

ut d

id fi

nd it

.See

abo

veTh

e G

alap

agos

Isla

nds

mig

ht b

e hi

ghlig

hted

to m

ake

it ea

sier

for k

ids

to fi

nd

whe

re it

is

Did

not

ice

them

and

es

peci

ally

like

d th

e pa

nels

in

the

mid

dle

that

exp

lain

ed

them

. The

y w

ere

just

ther

e,

did

not h

elp

orga

nize

my

thin

king

.

See

abo

ve c

omm

ents

- th

at w

as it

. Lik

ed th

e fin

ch

exhi

bit

9F

YS

how

ing

how

eve

n th

ough

ther

e’s

like

two

bird

s an

d th

ey’re

from

the

sam

e pl

ace,

and

they

’re

like

the

sam

e sp

ecie

s, th

ey d

on’t

look

exa

ctly

al

ike.

Lik

e in

this

, lik

e th

e fin

ches

thei

r bea

ks

are

diffe

rent

or l

ike

thei

r siz

e, ju

st li

ke h

uman

s,

even

thou

gh th

ey’re

all

the

sam

e th

ing,

they

do

n’t a

ll lo

ok th

e sa

me.

Go

arou

nd to

I th

ink

it w

as th

e G

alap

agos

is

land

s, a

nd th

ey li

ke m

easu

re th

e be

aks

and

wei

gh th

e bi

rds

and

just

look

to s

ee

how

diff

eren

t the

y ar

e, ju

st c

ompa

re th

em.

Don

’t kn

ow…

May

be th

at th

ere’

s so

man

y di

ffere

nt k

inds

…lik

e th

ey w

ere,

and

they

’ve

all l

ike

evol

ved,

and

like

ada

pted

to

thei

r sur

roun

ding

s.

I did

the

little

mea

surin

g be

aks

thin

g, a

nd tw

iste

d th

e tw

isty

thin

g an

d re

ad m

ost o

fit

and

then

I re

ad s

ome

of

the

stuf

f aro

und

the

glob

e an

d lo

oked

at t

he g

lobe

, and

th

en I

look

ed a

t the

gra

ph (o

fth

e di

ffere

nt fi

nche

s) a

nd

look

ed a

t wha

t the

diff

eren

t on

es d

o an

d w

hat t

hey

look

ed li

ke a

nd d

iffer

ence

s in

them

.

* D

id y

ou h

ave

any

trou

ble

with

the

mea

surin

g pa

rt

here

(the

cal

iper

s)?

No.

C

ause

it w

as p

retty

eas

y to

re

ad b

ecau

se it

mov

es w

ith

it (th

e ru

ler)

. * W

hat d

id y

ou

thin

k th

is re

pres

ente

d (th

e pa

ges)

? I d

idn’

t loo

k at

this

, I t

ried

to, b

ut I

didn

’t re

ally

un

ders

tand

. Li

ke I

read

that

(th

e cl

imat

e lo

wer

pan

el te

xt)

and

I loo

ked

at th

is (t

he

page

s) a

nd ju

st d

idn’

t un

ders

tand

that

. * D

o yo

u th

ink

it w

ould

hav

e he

lped

if

they

had

pic

ture

s of

the

seed

s in

add

ition

to th

e bi

rd b

eaks

? P

roba

bly

caus

e it

said

stu

ff ab

out h

ow

the

little

one

s it

took

them

lik

e 15

min

utes

to g

et th

e bi

gse

eds

open

and

stu

ff, s

o if

you

actu

ally

saw

the

seed

s,

it m

ight

be

easi

er to

tell.

* I d

idn’

t ask

this

.U

m, I

did

n’t r

eally

un

ders

tand

wha

t the

glo

be

was

for.

* Wer

e yo

u ab

le to

fin

d th

e be

ginn

ing

of h

is

voya

ge?

How

was

it

conf

usin

g? I

can

tell

he

star

ts h

ere

beca

use

it go

es

like

that

(poi

nts

to th

e ar

row

s), b

ut it

was

con

fusi

ng

beca

use

it di

dn’t

like…

I did

n’t

com

plet

ely

read

this

(the

text

next

to g

lobe

), bu

t whe

n I

did,

it d

idn’

t say

“Now

look

on

the

glob

e an

d try

to

find…

” You

kno

w, l

ike

anyt

hing

, so

I jus

t loo

ked

at

it, b

ut d

idn’

t rea

lly

unde

rsta

nd it

, bec

ause

it

didn

’t te

ll yo

u (w

hat t

o lo

ok

for)

.

Just

with

the

glob

e, w

ith

the

expl

aini

ng, t

hat’s

pr

obab

ly…

and

may

be

expl

aini

ng th

at o

ne a

littl

e be

tter (

the

page

s).

I un

ders

tood

eve

ryth

ing

else

.

11M

YD

iffer

ence

s in

type

s of

bird

s an

d w

hy th

ey a

re

diffe

rent

I wou

ld g

uess

that

they

go

to d

iffer

ent

isla

nds

and

inve

stig

ated

the

diffe

renc

es

betw

een

the

bird

s. It

's c

ool.

… in

vest

igat

es

the

diffe

renc

es in

the

gene

ral i

dea

of

Dar

win

ian

evol

utio

n

Bec

ause

it's

suc

h a

smal

l di

ffere

nce

in th

e be

aks,

but

it's

co

nsis

tent

ly d

iffer

ent.

Suc

h a

smal

l ada

ptat

ion

can

add

up to

alo

t of d

iffer

ence

s ov

er a

long

tim

e.

Line

d up

the

lines

, mea

sure

dits

bea

k, a

nd c

ompa

red

it.

Cle

ar th

at th

ere

was

a

diffe

renc

e.

Sho

wed

the

diffe

renc

e in

the

phys

ical

trai

ts in

two

spec

ies

of b

irds.

DK

. It's

eas

y to

und

erst

and.

Pag

e 1

of 1


28

70%

Pro

toty

pe R

evie

w o

f Exp

lore

Evo

lutio

n E

xhib

it Fo

rmat

ive

Eva

luat

ion:

Hum

an

ID#

Sex

Age

gr

oup

How

wou

ld y

ou e

xpla

in w

hat t

his

exhi

bit i

s ab

out?

Wha

t doe

s th

is s

cien

tist d

o fo

r his

re

sear

ch?

Wha

t mak

es th

is li

ving

thin

g sp

ecia

l or i

nter

estin

g to

sc

ient

ists

?

Wha

t did

you

do

here

?H

ow d

id th

is w

ork?

Wha

t is

this

abo

ut?

W

hat p

arts

of t

his

mig

ht

be d

iffic

ult f

or o

ther

vi

sito

rs to

und

erst

and?

7.5

VIS

T: D

id y

ou n

otic

e th

ese

sym

bols

? D

id th

ey

help

you

und

erst

and

the

idea

s be

tter?

Are

ther

e an

y ch

ange

s yo

u w

ould

reco

mm

end

to

impr

ove

this

par

t?

19M

A**

I as

ked

him

whi

ch e

xhib

it he

mig

ht li

ke to

talk

abo

ut

(for t

his

final

one

). H

e sa

id th

is o

ne w

as h

is fa

vorit

e (th

e hu

man

/chi

mp

DN

A).

He

said

it w

as a

“goo

d vi

sual

.” I

wou

ld s

ay th

at th

e hu

man

gen

ome

is s

omet

hing

eve

ry

hum

an a

nd m

amm

al h

as…

Do

othe

r spe

cies

hav

e ge

nom

es?

I don

’t kn

ow, b

ut I

assu

me

they

do.

Thi

s is

the

core

of o

ur s

truct

ure

as h

uman

s. T

his

show

s ho

w s

imila

r ou

r bas

ic s

truct

ure

is to

chi

mpa

nzee

s.

I’m a

ssum

ing

he lo

oks

at th

e hu

man

ge

nom

e, D

NA

, und

er m

icro

scop

es, u

ses

com

pute

rs to

look

at t

he n

ucle

otid

es a

nd

then

cou

nts

and

char

ts th

em. A

nd th

en h

e do

es th

e sa

me

for c

him

ps. I

don

’t kn

ow if

he

set

out

to p

rove

that

hum

ans

are

sim

ilar

to c

him

ps, b

ut th

at’s

wha

t he

foun

d.

I did

n’t n

eces

saril

y ge

t thi

s fro

m

the

exhi

bit:

The

hum

an g

enom

e is

im

porta

nt to

kno

w b

ecau

se it

id

entif

ies

us s

peci

fical

ly a

s hu

man

be

ings

. In

the

futu

re, i

f the

re is

so

met

hing

wro

ng, s

cien

tists

may

be

abl

e to

cor

rect

it.

To g

o in

and

ch

ange

it to

cur

e ill

ness

es o

r m

edic

al p

robl

ems.

Cou

nted

the

Paa

bos…

to g

et a

n id

ea, f

eelin

g of

the

sim

ilarit

y.*

I did

n’t a

sk th

is*

I did

n’t a

sk th

is (h

is

answ

er is

alre

ady

in th

e ch

ildex

pln

part)

I thi

nk th

is o

ne is

the

easi

est

to g

et.

(He

thou

ght f

or a

w

hile

and

then

I to

ld h

im h

e di

dn’t

have

to c

ome

up w

ith

som

ethi

ng).

No

chan

ges.

2F

A“O

h w

ow. I

’d s

ay th

at D

NA

bits

is w

hat w

e ar

e m

ade

of...

actu

ally

any

ani

mal

is m

ade

of. L

ook

how

sim

ilar w

e ar

e: h

uman

s an

d ch

imps

. Loo

k at

this

(she

poi

nts

to th

e D

NA

mat

ch u

ps) s

ame,

sam

e, s

ame.

..

No

idea

. Did

n’t r

ead

it.“T

here

are

few

diff

eren

ces,

and

gr

eat s

imila

ritie

s. T

here

are

so

man

y lik

es

food

, hab

its...

It re

ally

m

akes

you

won

der a

bout

hum

ans

and

chim

ps, h

ow d

iffer

ent a

re

we?

”

“Loo

ked

at th

e le

tters

. Fou

nd th

e lit

tle p

eopl

e. “

“The

diff

eren

ces

in D

NA

. So

very

littl

e di

ffere

nces

be

twee

n hu

man

and

chi

mp.

”Don

’t kn

ow.

(Vie

wer

did

not

not

ice

thes

e.)

10F

AI t

hink

kid

s w

ould

find

this

fasc

inat

ing.

You

cou

ld ju

st ta

l kab

out h

ow D

NA

is h

ow w

e in

herit

diff

eren

t ch

arac

teris

tics,

it d

eter

min

es th

e co

lor o

f you

r eye

s.

They

wou

ldn’

t und

erst

and

wha

t the

lette

rs m

ean,

but

the y

wou

ld s

ay w

ow, c

him

panz

ees

are

not v

ery

diffe

rent

from

us

. A

nd th

en o

ver h

ere,

you

wou

ld s

ay th

at’s

why

, th

ey’re

say

ing

hum

ans

are

desc

ende

d fro

m c

him

panz

ees

and

ther

e ba

sing

that

on

a co

mpa

rison

of D

NA

. I t

hink

th

is w

ould

be

fairl

y ea

sy.

The

visu

al is

mea

ning

ful.

I did

n’t e

ven

read

Paa

bo ti

ll I s

tarte

d lo

okin

g fo

r the

diff

eren

ces

and

star

ted

notic

ing

ther

e ar

en’t

man

y.

[mirr

or]

This

did

n’t i

nter

est

me

so m

uch,

but

I th

ink

kids

w

ould

hav

e a

riot.

The

ir fe

et.

They

wou

ld b

e ve

ry

inte

rest

ed in

how

thei

r fee

t lo

ok s

o m

uch

mor

e lik

e ha

nds,

and

you

cou

ld ta

lk

abou

t how

they

use

them

m

ore

like

hand

s. K

ids

wou

l dha

ve fu

n.

I don

’t kn

ow. I

don

’t th

ink

this

one

is v

ery

hard

to

unde

rsta

nd.

I sup

pose

just

th

e sc

ient

ific

behi

nd it

–

know

the

num

ber o

f DN

A

sequ

ence

s. B

ut ju

st

com

parin

g hu

man

s to

ch

impa

nzee

s, th

at’s

not

ha

rd to

und

erst

and.

Don

’t kn

ow.

The

one

thin

g I

won

der i

s sh

ould

ther

e be

so

met

hing

that

talk

s ab

out t

he

cont

rove

rsy

betw

een

the

diffe

rent

sci

ence

are

as.

Ther

e’s

still

a lo

t of t

hing

s ou

t th

ere

that

are

theo

ries

and

som

e ar

e ga

inin

g m

ore

evid

ence

than

oth

ers.

Wou

ld

crea

te in

tere

stin

g di

alog

ue fo

r st

uden

ts.

4M

YS

how

s ho

w c

lose

hum

ans

and

chim

ps a

re b

y th

eir D

NA

Stu

dies

tiny

cha

nges

or d

iffer

ence

s in

DN

AThe

cha

nges

DN

A w

all:

look

ed fo

r the

littl

e hu

man

guy

to

see

whe

re h

uman

and

chi

mp

wer

e di

ffere

ntFi

neD

iffer

ence

s in

hum

an a

nd

chim

p D

NA

Mig

ht n

ot s

ee th

e di

ffere

nces

unl

ess

they

look

,bu

t pro

babl

y w

ill lo

ok; p

retty

ea

sy

Sug

gest

that

peo

ple

look

for

diffe

renc

es a

cros

s th

e w

all

inst

ead

of ra

ndom

look

ing

for

the

hum

an g

uy. T

hat g

ets

poin

t ac

ross

bet

ter

11M

YLi

ke th

e si

mila

rity

betw

een

chim

ps a

nd h

uman

s. H

ow

Dar

win

sho

wed

how

we

are

rela

ted

I don

't ha

ve a

ny id

ea. D

iffer

ence

s be

twee

n th

e D

NA

of c

him

ps a

nd h

uman

s. S

how

s ho

w th

e di

ffere

nces

are

due

to m

utat

ion

Bec

ause

you

see

that

ther

e ar

en't

a lo

t of d

iffer

ence

s in

cod

ing.

And

ho

w e

ach

diffe

renc

e ca

n co

de fo

r a

diffe

rent

trai

t

I nev

er re

ally

real

ized

how

few

diff

eren

ces

ther

e w

ere

betw

een

the

nucl

eotid

es o

f hu

man

s an

d ch

imps

. We

stud

ied

it in

bio

logy

. B

ut th

is m

akes

it c

lear

. [ch

emis

try, 2

nd y

ear o

f H

igh

Sch

ool]

I tho

ught

it w

as p

retty

goo

d. It

was

se

lf-ex

plan

ator

y. I

can

see

how

a

kid

coul

d fin

d it

fun.

[eve

n th

ough

I am

not

a k

id]

It's

hard

bec

ause

ther

e is

a

lot o

f inf

orm

atio

n. W

ithou

t a

good

bac

kgro

und

it w

ould

be

diffi

cult

to u

nder

stan

d th

e co

ncep

ts a

nd id

eas.

He

notic

ed th

at it

was

repe

ate d

in e

ach

activ

ity a

nd it

hel

ped

a lo

t. Th

e ac

tual

sym

bols

did

not

he

lp, j

ust t

he v

ist c

once

pts

and

title

s

25M

A(s

tand

ing

in fr

ont o

f DN

A w

all)

Har

d to

exp

lain

, the

re a

re

just

littl

e di

ffere

nces

bet

wee

n ch

imps

and

hum

ans,

sub

tl edi

ffere

nces

. We

are

clos

ely

rela

ted.

Stu

dy th

ese

diffe

renc

es, f

ind

them

.C

lose

rela

tions

hip

At t

he w

all -

trac

ked

the

little

guy

. Mirr

or -

ther

e w

as n

othi

ng fo

r me

here

, not

inte

rest

ed,

but w

ould

pro

babl

y be

inte

rest

ing

for k

ids.

V

isit

pane

l - s

how

s ho

w c

lose

ly re

late

d w

e ar

e to

chi

mps

- re

late

s to

the

DN

A w

all.

See

abo

veS

ee a

bove

Don

’t kn

ow h

ow y

ou w

ould

ex

plai

n th

is (w

all)

to a

chi

ld.

Hig

hlig

ht th

e lit

tle g

uy s

o he

ca

n be

see

n m

ore

easi

ly.

12F

YN

ext U

nit:

Hum

an (m

irror

) It e

xpla

ins

how

the

hand

prin

ts

of th

e ch

impa

nzee

s ar

e an

d th

e m

onke

ys.

* I d

idn’

t ask

this

.H

ow th

e an

imal

s ar

e ve

ry…

umm

, w

hat I

’d li

ke to

kno

w a

bout

thes

e is

how

they

eat

ban

anas

and

co

conu

ts…

how

they

like

‘em

and

w

hy th

ey li

ke ‘e

m.

I was

look

ing

at th

e ha

ndpr

ints

.I t

hink

I w

as s

uppo

sed

to, u

mm

, le

arn

wha

t the

y ea

t and

wha

t the

y do

and

thei

r foo

tprin

ts a

nd w

hat

they

like

to d

o.

* I d

idn’

t ask

this

.W

hy th

ey a

re s

o w

ild.

Um

-um

(sha

kes

head

no)

.

24M

AIn

look

ing

at V

IST

pane

l fri

end

said

he

wan

ted

to k

now

m

ore

abou

t bon

obos

. 24

agr

eed.

"M

aybe

just

a li

ttle…

m

ost p

eopl

e ha

ven'

t hea

rd o

f the

m b

efor

e, e

ven

thou

gh

they

are

sup

pose

to b

e ve

ry s

imila

r jus

t a li

ttle

sepa

rate

as

ide

expl

aini

ng m

ore

abou

t the

m.

Ther

e is

this

pa

rent

hetic

al s

ente

nce.

" (R

ead

that

and

wan

ted

mor

e in

form

atio

n on

the

bono

bos.

) The

re is

so

muc

h ab

out

DN

A in

our

soc

iety

and

how

it is

use

d. B

ut th

is is

abo

ut

evol

utio

n. H

ow w

ould

you

exp

lain

wha

t thi

s ex

hibi

t is

abou

t to

a ch

ild?

Eve

ryth

ing

is m

ade

up o

f litt

le ti

ny

build

ing

bloc

ks.

Whe

ther

it's

hum

ans,

or c

him

panz

ees,

or

wha

les,

and

thes

e tin

y bu

ildin

g bl

ocks

, the

y ca

n se

e th

at th

ere

is a

ver

y cl

ose

conn

ectio

n be

twee

n hu

man

s an

d ch

impa

nzee

s. A

nd I

thin

k if

the

kids

hav

e an

y, li

ke

my

son,

, we

just

wen

t to

a fa

mily

reun

ion.

Say

he

unde

rsta

nds

abou

t anc

esto

rs, s

o I w

ould

sho

w th

em th

e ch

art t

hat m

illio

ns o

f yea

rs a

go th

at th

ere

was

som

eone

or

som

ethi

ng th

at e

vent

ually

evo

lved

into

diff

eren

t br

anch

es o

r spe

cies

and

one

of t

hose

was

hum

ans

and

one

was

chi

mpa

nzee

s.

Com

paris

on it

to th

ere

past

exp

eI saw

the

nam

es, b

ut I

didn

't ge

t muc

h m

ore

abou

t it.

I w

as c

urio

us w

hat c

ount

ry

he w

as fr

om b

ecau

se o

f the

nam

e.

I w

ould

hav

e be

en in

tere

sted

in s

eein

g m

ore

abou

t the

sci

entis

ts.

Nam

e an

d pi

ctur

e w

as p

rom

inen

t eno

ugh.

Lef

t sid

e of

T:

Ver

y st

raig

ht fo

rwar

d, v

isua

l and

in

form

atio

nal.

It w

as e

ffect

ive.

Wha

t abo

ut th

e m

irror

? A

sked

ab

out c

him

p aw

ay fr

om m

irror

or

on

mirr

or. T

his

seem

s to

be

mor

e ge

ared

for k

ids.

Com

parin

g th

e he

ight

. Th

at m

ight

be

mor

e ef

fect

ive,

you

are

see

ing

both

in

the

refle

ctio

n. T

he c

him

p is

a li

ttle

chee

sy o

r les

s re

fined

. It

wou

ld

take

it o

ne s

tep

furth

er if

you

had

3

D c

him

ps o

ut h

ere.

It w

ould

be

mor

e ac

cura

te.

Wha

t was

the

mos

t sur

pris

ing

thin

g yo

u le

arne

d at

this

exh

ibit?

The

opp

osab

le

thum

b or

toe.

It w

asn'

t as

obvi

ous

to m

e be

fore

unt

il I s

aw th

at (b

otto

m le

ft on

mirr

or

wal

l) M

ade

me

star

t thi

nkin

g ab

out e

volv

ing

with

that

and

clim

bing

of t

rees

and

the

func

tion

of it

is d

iffer

ent t

hen

wha

t we

use

our

feet

for.

So

I tho

ught

that

wou

ld b

e a

grea

t co

mpa

rison

for k

ids

to m

ake

too.

Why

do

they

hav

e an

opp

osab

le to

e?

Ask

ed a

bout

low

er p

anel

on

VIST

? I h

ad to

mak

e m

ysel

f rea

d it.

The

VIS

T pa

rt do

esn'

t pop

out

. O

nce

I rea

d it

in d

etai

l on

the

left

I re

aliz

ed th

ey w

ere

tryin

g to

mak

e th

ese

four

idea

s co

me

out.

But

it

didn

't po

p ou

t if t

hat's

wha

t the

y w

ere

inte

ndin

g it

to. D

raw

n fir

st to

up

per p

anel

. The

n re

ad lo

wer

.

6 M

A,

6aFY

Ple

ase

expl

ain

this

exh

ibit

to y

our c

hild

? (F

lip c

ards

, D

NA

) 6-Y

EA

R-O

LD in

tent

ly e

xam

ines

the

flip-

up c

ards

Th

ey a

ll (h

uman

/chi

mps

) hav

e th

e sa

me

thin

gs in

side

, lik

e bo

nes

and

bloo

d A

DU

LT: S

how

s th

e si

mila

ritie

s be

twee

n th

e hu

man

and

chi

mp

DN

A. I

t's c

omm

on

know

ledg

e bu

t I d

id n

ot re

aliz

e ho

w s

imila

r the

y re

ally

ar e

AD

ULT

: I k

new

abo

ut th

e C

him

p K

oko

and

the

stud

ies

they

did

. She

was

alm

ost h

uman

-like

. She

cou

ld re

ason

an

d th

ink

like

a hu

man

. Thi

s re

min

ds m

e of

that

. The

y us

e to

ols

like

a hu

man

. DN

A E

xhib

it. It

took

a w

hile

to

figur

e ou

t but

I go

t it.

I jus

t did

n’t r

ealiz

e ho

w s

imila

r the

y ar

e.

(mirr

or m

anip

ulat

ive)

AD

ULT

. She

com

pare

d he

r fee

t and

han

ds to

the

chim

p. S

he re

ally

lik

ed it

. I p

oint

ed o

ut th

at th

ey h

ad th

umbs

on

thei

r han

ds. I

n th

e zo

o, w

e se

e th

e an

imal

s bu

t we

didn

't kn

ow th

at th

ey h

ad th

umbs

. We

real

ly li

ked

the

mirr

or. I

t was

am

azin

g to

look

at

the

imag

es in

the

mirr

or a

nd s

ee h

ow m

uch

we

are

alik

e.

How

did

this

wor

k fo

r you

? A

DU

LT It

's re

ally

des

crib

ed w

ell

and

laid

out

so

clea

rly. I

t's e

asy

to

unde

rsta

nd. P

uts

out a

lot o

f in

form

atio

n. I

go to

his

tory

cen

ters

m

ostly

but

I am

tryi

ng to

do

wha

teve

r she

is in

tere

sted

in. S

he

was

real

ly in

tere

sted

in th

e fli

es, s

o w

e ca

me

in h

ere.

He'

s an

eng

inee

rH

e th

ough

t the

exh

ibit

was

real

ly

good

for t

he 6

-yea

r old

.

Pag

e 1

of 2


29

70%

Pro

toty

pe R

evie

w o

f Exp

lore

Evo

lutio

n E

xhib

it Fo

rmat

ive

Eva

luat

ion:

Hum

an

ID#

Sex

Age

gr

oup

How

wou

ld y

ou e

xpla

in w

hat t

his

exhi

bit i

s ab

out?

Wha

t doe

s th

is s

cien

tist d

o fo

r his

re

sear

ch?

Wha

t mak

es th

is li

ving

thin

g sp

ecia

l or i

nter

estin

g to

sc

ient

ists

?

Wha

t did

you

do

here

?H

ow d

id th

is w

ork?

Wha

t is

this

abo

ut?

W

hat p

arts

of t

his

mig

ht

be d

iffic

ult f

or o

ther

vi

sito

rs to

und

erst

and?

7.5

VIS

T: D

id y

ou n

otic

e th

ese

sym

bols

? D

id th

ey

help

you

und

erst

and

the

idea

s be

tter?

Are

ther

e an

y ch

ange

s yo

u w

ould

reco

mm

end

to

impr

ove

this

par

t?

9F

YH

ow w

e’re

rela

ted

to m

onke

ys a

nd c

him

panz

ees

and

to

show

that

evo

lutio

n di

d ha

ppen

, eve

n th

ough

som

e pe

ople

thin

k it

didn

’t.

Uh,

stu

died

DN

A a

nd…

disc

over

…C

an I

just

read

it o

ff th

ere?

Bec

ause

I di

dn’t

look

at

this

par

t (I s

aid

“Tha

t’s fi

ne. Y

ou c

an te

ll m

e th

at y

ou d

idn’

t loo

k at

it.”)

Ok,

I di

dn’t

get t

hat a

ll.

To s

ee h

ow c

lose

ly re

late

d w

e ar

e ca

use

like,

we’

re…

I don

’t kn

ow

how

to e

xpla

in it

, um

, jus

t lik

e w

e’re

like

rela

ted

to m

onke

ys, b

ut

som

e pe

ople

thin

k th

at w

e ar

en’t,

an

d so

they

’re tr

ying

to p

rove

it.

Like

read

mos

t of i

t and

just

look

ed a

t all

the

pict

ures

and

the

grap

hs…

like

that

thin

g (s

he

is re

ferr

ing

to th

e ph

ylog

eny

on th

e ba

ck p

ane

of th

e hu

man

/chi

mp

VIS

T ex

hibi

t).

I did

n’t

read

all

of it

, but

I re

ad m

ost o

f it.

* A

bout

the

mirr

or: L

ike

I wen

t and

lo

oked

at t

he h

ands

(she

is h

oldi

ng

up h

er h

and

as s

he is

talk

ing)

to

see

whi

ch o

ne w

as c

lose

st a

nd

foun

d ou

t tha

t I’m

mor

e th

e ch

ild

one

beca

use

the

adul

t fem

ale

was

lik

e hu

ge a

nd m

y m

om e

ven

put

her h

and

up to

that

one

and

it w

as

real

ly, r

eally

big

, so

just

look

ed a

t ho

w c

ute

the

baby

was

and

just

lo

oked

at t

he fe

et. *

Can

you

thin

k of

any

way

to im

prov

e th

is p

art?

S

hake

s he

ad n

o.

* W

e m

ove

over

to ta

lk

abou

t the

DN

A/P

aabo

par

t: *

Wha

t did

you

do

whe

n yo

uw

ere

at th

is p

art?

I re

ad

this

sig

n an

d th

en I

look

ed to

see

how

man

y of

thes

e lit

tle

guys

I co

uld

find

whe

re th

ey

wer

e di

ffere

nt b

etw

een

us

and

chim

ps…

and

I onl

y fo

und

like

9 of

‘em

, and

they

sa

id th

ere

wer

e te

n.

It’s

real

ly ju

st u

m, t

he o

ne

over

ther

e (th

e V

IST

one)

, lik

e it

was

real

ly u

mm

, lik

e it

was

eas

y to

figu

re o

ut th

e lit

tle g

raph

(the

phy

loge

ny),

but t

hen

like

whe

n yo

u lik

e th

rew

in a

ll th

e na

mes

in, l

ike

the

actu

al n

ames

of t

hem

(th

e sc

ient

ific

nam

es) i

t got

ki

nda

conf

usin

g. A

nd th

en

like

the

date

s, li

ke th

e 12

-15

mill

ion

year

s an

d al

l th

at…

Like

if y

ou h

ad li

ke a

tim

elin

e, it

mig

ht h

elp.

Yea

h. (n

odde

d ye

s)I d

on’t

thin

k so

.

7MA

, 7a

MY

Mal

e A

dult

(Fat

her)

and

8-y

ear-

old

son:

Dad

Exp

lain

s D

NA

exh

ibit

to k

id: "

Do

you

know

wha

t the

se le

tters

sta

n dfo

r? T

hese

are

par

t of t

he D

NA

. The

sci

entis

ts h

ave

been

try

ing

to fi

gure

out

the

DN

A o

f the

chi

mp

and

the

hum

an:

KID

: DN

A is

wha

t mak

es y

ou "y

ou" I

t mea

ns th

at w

e ar

e al

l the

sam

e as

mon

keys

, and

chi

mps

, and

thos

e ki

nds

oan

imal

s. M

onke

ys a

nd p

eopl

e ha

ve th

e sa

me

DN

A s

o w

e ha

ve a

the

sam

e an

cest

ors.

We'

re a

lot l

ike

the

chim

ps,

but w

e're

mos

t alik

e in

the

body

par

ts.

MIR

RO

R m

anip

ulat

ive:

Chi

ld c

ompa

red

hand

s, fe

et, a

nd b

ody

and

foun

d he

was

th

e si

ze o

f the

fem

ale

chim

p. A

DU

LT. T

his

was

som

ethi

ng I

knew

a li

ttle

abou

t but

I di

dn't

know

a lo

t . O

n th

e su

rface

you

don

't se

em s

imila

r to

the

chim

p bu

t the

dee

per

you

go th

e m

ore

sim

ilar y

ou a

re. T

hey

real

ly li

ked

the

mirr

or e

xhib

it. It

see

med

ve

ry c

lear

.

They

read

the

VIS

T fra

mew

ork

at th

e en

tranc

e an

d it

real

ly

help

ed th

em u

nder

stan

d th

e ex

hibi

t. A

ll th

e sy

mbo

ls

seem

ed fi

ne e

xcep

t for

the

sele

ctio

n on

e. T

hat w

asn'

t cl

ear.

On

the

hum

an tr

ee, h

e w

ould

ha

ve li

ked

to s

ee a

pic

ture

of

the

com

mon

anc

esto

rs o

n th

e tre

e (li

ke th

e w

hale

one

) and

se

en w

hat t

hey

look

ed li

ke.

That

wou

ld h

ave

mad

e it

muc

h cl

eare

r how

sim

ilar t

he tw

o si

tuat

ions

wer

e, th

e w

hale

and

th

e ch

imp

24a

MA

The

thin

g th

at m

ade

sens

e to

me

was

how

clo

sely

co

nnec

ted

we

are

to o

ther

livi

ng th

ings

. W

e sh

ould

m

aybe

, hav

e a

mor

e re

spec

tful a

ttitu

de to

war

d ot

her l

ife

form

s be

side

s hu

man

s. N

ot ju

st p

low

ing

thro

ugh.

and

ab

out e

nviro

nmen

tal t

hing

s. C

arin

g ab

out t

he

envi

ronm

ent a

nd o

ther

livi

ng th

ings

in th

e en

viro

nmen

t as

wel

l as

hum

ans

beca

use

they

are

rela

ted.

I did

n't s

ee a

who

le lo

t abo

ut th

e sc

ient

ists

I wou

ld b

e in

tere

sted

in le

arni

ng m

ore

abou

t him

and

how

they

do

the

test

ing

of

DN

A.

I don

't ho

w y

ou w

ould

sho

w th

at.

Wha

t are

they

the

nucl

eotid

es.

A lo

t of

lette

rs u

p th

ere

but w

hat d

o th

ey m

ean.

Ih

ave

to s

ay I

have

bee

n re

adin

g so

me

nove

ls th

at d

o a

bette

r job

of e

xpla

inin

g it

then

this

pan

el.

(ref

errin

g to

righ

t sid

e of

th

e T

pane

l). H

ow d

o th

ey c

ombi

ne, h

ow

does

this

com

bine

and

why

doe

s it

mat

ter

in te

rms

of D

NA

.

Left

side

of T

: K

ind

of a

han

ds o

n th

ing

the

kids

wou

ld g

o fo

r. W

hat a

bout

the

mirr

or?

I ha

ve to

adm

it th

ere

was

som

ethi

ng in

side

me

that

wan

ted

to g

et d

own

and

act l

ike

a ch

imp.

I l

ike

the

pict

ures

of t

he c

him

ps a

nd s

eein

g th

e di

ffere

nce

betw

een

the

mal

e an

d fe

mal

e an

d th

e ba

by.

Ther

e ar

e a

lot o

f diff

eren

ces.

Pag

e 2

of 2


30

70%

Pro

toty

pe R

evie

w o

f Exp

lore

Evo

lutio

n E

xhib

it Fo

rmat

ive

Eva

luat

ion:

Wha

le

ID#

Sex

Age

gr

oup

How

wou

ld y

ou e

xpla

in w

hat t

his

exhi

bit i

s ab

out?

Wha

t doe

s th

is s

cien

tist d

o fo

r his

re

sear

ch?

Wha

t mak

es th

is li

ving

thin

g sp

ecia

l or i

nter

estin

g to

sc

ient

ists

?

Wha

t did

you

do

here

?H

ow d

id th

is w

ork?

Wha

t is

this

abo

ut?

W

hat p

arts

of t

his

mig

ht

be d

iffic

ult f

or o

ther

vi

sito

rs to

und

erst

and?

7.5

Visi

t: yo

u no

tice

thes

e sy

mbo

ls?

Did

they

hel

p yo

u un

ders

tand

the

idea

s be

tter?

Are

ther

e an

y ch

ange

s yo

u w

ould

re

com

men

d to

impr

ove

this

par

t?

1M

YH

ow o

ne a

ncie

nt w

hale

kin

da tu

rns

into

a w

olf a

nd a

hip

po.

He

look

s at b

ones

from

anc

ient

an

imal

s and

com

pare

s the

m to

pr

esen

t day

ani

mal

s and

mak

es li

nks

betw

een

the

two.

Find

ing

the

ance

stor

of

anim

als.

Look

ed a

t the

bon

es, l

ooke

d at

the

two

diffe

rent

dra

win

gs

(of t

he b

ones

). T

he a

nkle

s lo

oked

exa

ctly

the

sam

e ex

cept

the

hipp

o’s

bigg

er.

I did

n’t a

sk th

is.

I did

n’t a

sk th

is (s

ince

qu

estio

n 1

alre

ady

answ

ers

this

).

Wha

t the

diff

eren

t mod

els

are.

(H

e th

ough

t at f

irst t

hat

the

larg

e on

e in

the

mid

dle

was

the

wol

f unt

il he

read

the

text

).

Em

phas

ize

wha

t the

se a

re a

nd a

dd m

ore

info

rmat

ion

– it’

s pl

ain

in th

e ba

ckgr

ound

and

it

look

s a

little

bor

ing.

2F

AW

e ta

lked

abo

ut (w

ith h

er k

ids)

the

diffe

renc

e in

the

shap

es a

nd th

e di

ffere

nces

in ti

me.

Did

n’t n

otic

eTh

e di

ffere

nces

. How

thin

gs

chan

ge o

r rem

ain

the

sam

e.(S

he d

idn’

t do

the

hand

s-on

. S

he lo

oked

at t

he c

ased

sk

ulls

.) "W

e lo

oked

at e

ach

skul

l and

look

ed a

t the

ag

es."

“...th

e ev

olut

ion

of th

e tra

nsiti

onal

wha

le”

“why

ther

e is

not

hing

in

betw

een.

Whe

re a

re th

ose

skul

ls?

Is th

is a

ll th

ere

is?”

Don

’t kn

ow.

25M

AE

volu

tion

of w

hale

from

land

ani

mal

to a

se

a an

imal

Col

lect

s fo

ssils

, exc

avat

es s

omew

here

, st

udie

s fo

ssils

Stu

dy o

urse

lves

too.

Evo

lutio

n cl

early

rela

ted

to o

urs

Ank

le b

one

mod

els

- co

nfus

ing

Ank

le b

one

mod

els

- co

nfus

ing

- wha

t is

conn

ectio

n be

twee

n si

ngle

pu

lley

and

doub

le p

ulle

y an

d w

hat d

oes

it m

ean

- my

12

yr o

ld s

on w

ould

be

conf

used

. Th

e ev

olut

ion

char

t abo

ut w

hale

s is

goo

d –

clea

r. T

he s

kull

case

- tra

nsiti

on is

und

erst

anda

ble

-fin

e

Don

’t re

ally

kno

w -

an

anci

ent w

hale

wal

ked

like

a hi

ppop

otam

us w

alks

now

.

Sin

gle/

doub

le p

ulle

y. O

ther

s - f

ine

Som

ethi

ng d

iffer

ent f

or th

e an

kle

bone

s -e

xpla

in

why

they

are

sig

nific

ant

12F

YI w

ould

pro

babl

y te

ll th

em th

at th

is is

like

, ho

w th

is is

um

m, u

mm

, um

m, I

wou

ld

prob

ably

say

that

how

the

wha

les

wer

e do

wn

in h

isto

ry.

He

help

ed d

o th

ings

for t

he p

eopl

e w

ho

wan

ted

to le

arn

abou

t um

mm

, I d

on’t

know

wha

t thi

s w

ord

is (n

ame

of th

e fo

ssil)

.

How

they

foun

d th

e sk

elet

ons.

(sku

lls) I

was

look

ing

and

read

ing.

I did

n't a

sk th

is.

I did

n't a

sk th

is.

Um

m, h

ow th

ey g

ot th

e fo

ssils

and

how

they

foun

d th

em.

Um

-um

(sha

kes

head

no)

.

6M

A(F

oot J

oint

s) A

DU

LT R

eads

the

wor

ds to

th

e ch

ild: "

This

is th

e sa

me

kind

of e

xhib

it.

It sh

ows

a si

mila

rity

betw

een

the

hipp

o,

wol

f and

wha

le. S

how

s ho

w th

is a

ncie

nt

wha

le e

volv

e an

d pr

esen

ts th

e ev

olut

ion

of

the

wha

le to

the

pres

ent.

Sho

ws

that

the

wha

le is

rela

ted

to th

e hi

ppo.

The

y ar

e bo

th e

ven-

toed

ani

mal

s." [

[me-

wha

t abo

ut

the

rela

tions

hip

to th

e w

olf?

] it i

s pr

etty

m

uch

the

sam

e]

(Ask

ed: W

hat d

id y

ou g

et

from

the

exhi

bit?

) : T

hat

wha

les

coul

d ha

ve b

een

land

base

d an

imal

s lik

e hi

ppos

. H

e w

as n

ot re

ally

sur

pris

ed

beca

use

he th

ough

t tha

t he

had

hear

d th

is b

efor

e. T

his

exhi

bit m

ade

him

rem

embe

r it.

(At w

hale

sku

lls) T

o A

DU

LT:

Doe

s th

e te

rm tr

ansi

tiona

l m

ean

anyt

hing

to y

ou?

“Wel

l, it

mea

ns b

etw

een

one

stag

e an

d an

othe

r. It

was

n't

clea

r to

me

that

the

one

in

the

mid

dle

was

a tr

ansi

tiona

l w

hale

. May

be th

ey s

houl

d m

ark

it m

ore

clea

rly.”

In th

e pa

nels

, he

poin

ted

out t

he

legs

to h

is d

augh

ter a

nd re

adth

e pa

nels

to th

e ch

ild.

6aF

Y(A

sked

: Wha

t did

you

get

fro

m th

e ex

hibi

t?) :

6-y

ear

old:

I lo

ok fo

r fos

sils

all

the

time

and

I lik

e to

look

at

foss

ils.

(At w

hale

sku

lls) :

The

6-y

ear

old

does

n't s

ee th

at th

is is

a

wha

le. D

oesn

't th

ink

that

th

ey lo

ok li

ke w

hale

s.

7M

AD

AD

: It i

s pr

obab

ly th

e sa

me

as th

e ch

imps

. The

se w

hale

s lo

ok d

iffer

ent o

n th

eou

tsid

e bu

t the

y ar

e si

mila

r on

the

insi

de

with

par

ts o

n th

e in

side

that

are

muc

h th

e sa

me.

Som

e w

hale

s ar

e be

tter a

t ada

ptin

gth

an o

ther

s, a

nd th

ey a

re th

e on

es th

at

surv

ive.

(The

tran

sitio

nal w

hale

) :

Rea

d th

e in

form

atio

n on

the

side

and

ask

ed h

is s

on to

de

scrib

e w

hat i

s go

ing

on.

Talk

ed a

bout

the

hair

and

said

that

"hai

ry fi

sh a

re

scar

y." R

… is

a p

retty

old

w

hale

, loo

k w

hat h

e's

got o

n th

is le

gs.

(Wha

le jo

ints

) : D

AD

: Thi

s ex

hibi

t lin

ks w

hale

s to

the

past

see

the

sing

le p

ulle

y an

d se

e th

e do

uble

pul

ley.

H

ow is

this

wha

le li

ke th

e hi

ppo?

(Son

"dou

ble

pulle

y")

This

is c

onne

cted

to th

e tra

nsiti

onal

wha

le.

Whi

ch

one

is m

ore

wha

le-li

ke?

Wha

t is

the

rela

tion

betw

een

the

wha

le a

nd th

e w

olf?

W

hat d

oes

that

tell

you

abou

t the

sim

ilarit

y?

(The

tran

sitio

nal w

hale

) : A

tra

nsiti

onal

wha

le is

in

betw

een

the

very

old

wha

le

and

the

mod

ern

wha

le. H

e ha

s so

me

of th

e fe

atur

es o

f th

e ol

d w

hale

s an

d so

me

of

the

feat

ures

of t

he n

ew

wha

les.

Rea

lly li

ked

the

exhi

bit.

It w

as a

bout

evo

lutio

n,

whi

ch s

eem

s re

ally

sim

ple,

but

this

dem

onst

rate

s th

at n

uts

and

bolts

of e

volu

tion.

I th

ink

it do

es a

gr

eat j

ob. I

t sho

ws

clea

rly v

aria

tion,

wha

t ch

ange

s, a

nd w

hat s

tays

con

stan

t.

7aM

Y(W

hale

join

ts) :

8-y

ear-

old

boy:

It te

lls m

e th

at it

is li

ke

the

hipp

o an

d re

ally

mor

e lik

e th

e hi

ppo

than

like

the

wol

f.

(The

tran

sitio

nal w

hale

) :

SO

N:

he d

idn'

t kno

w th

e te

rm tr

ansi

tion

but w

as a

ble

to p

oint

out

whi

ch w

hale

was

in

the

mid

dle

of th

e ot

her

wha

les

and

clea

rly h

ad th

e id

ea o

f the

sha

red

feat

ures

.

Pag

e 1

of 2


31

70%

Pro

toty

pe R

evie

w o

f Exp

lore

Evo

lutio

n E

xhib

it Fo

rmat

ive

Eva

luat

ion:

Wha

le

ID#

Sex

Age

gr

oup

How

wou

ld y

ou e

xpla

in w

hat t

his

exhi

bit i

s ab

out?

Wha

t doe

s th

is s

cien

tist d

o fo

r his

re

sear

ch?

Wha

t mak

es th

is li

ving

thin

g sp

ecia

l or i

nter

estin

g to

sc

ient

ists

?

Wha

t did

you

do

here

?H

ow d

id th

is w

ork?

Wha

t is

this

abo

ut?

W

hat p

arts

of t

his

mig

ht

be d

iffic

ult f

or o

ther

vi

sito

rs to

und

erst

and?

7.5

Visi

t: yo

u no

tice

thes

e sy

mbo

ls?

Did

they

hel

p yo

u un

ders

tand

the

idea

s be

tter?

Are

ther

e an

y ch

ange

s yo

u w

ould

re

com

men

d to

impr

ove

this

par

t?

28F

A(S

econ

d) F

A: I

thin

k it’

s ho

w th

e la

nd

anim

als

beca

me…

(Fou

rth) F

A: T

hat’s

ok,

bu

t I c

an s

ee h

ow y

ou m

ight

thin

k th

at, b

ut

I thi

nk th

at it

’s th

e ot

her w

ay, h

ow th

e w

hale

wen

t fro

m th

at o

ne p

ictu

re w

here

he

’s g

ot th

e fe

et to

the

now

aday

kill

er

wha

le ty

pe a

nd h

ow th

at th

e, I

liked

how

th

ey w

ere

show

ing

the

ankl

e bo

ne, t

hat

they

’re k

inda

the

sam

e in

the

anim

als

toda

y.

(Firs

t) FA

: Wha

t doe

s he

do?

Wel

l, he

’s

look

ing

at th

e ty

pe o

f the

foss

il st

uff,

wha

t’s in

Pak

ista

n an

d sh

owin

g th

e bo

nes,

how

they

are

link

ed to

the

anim

als

toda

y…w

hich

we

know

that

th

ey a

re p

roba

bly

mill

ions

of y

ears

old

, th

e ol

d on

es. (

Third

) FA

: Goo

d an

swer

. H

ey, y

ou g

uys,

he

is fr

om th

e U

nive

rsity

of

Mic

higa

n.

(Firs

t) FA

: How

it w

ent f

rom

the

land

to th

e se

a. I

thin

k th

at’s

w

hat m

akes

it in

tere

stin

g fo

r me.

I wou

ld th

ink

that

’s w

hy th

ey

wan

t to

look

at i

t.

(Ask

ed: S

o ca

n yo

u gu

ys te

ll m

e a

little

mor

e ab

out t

he

bone

s? W

hat d

id y

ou th

ink

whe

n yo

u co

mpa

red

them

? S

o w

hat s

imila

ritie

s or

di

ffere

nces

did

you

see

be

twee

n th

e bo

nes?

) (F

ifth )

FA: T

he w

ay th

ey ro

tate

and

st

uff a

re th

e sa

me.

FA: I

like

d th

is (p

oint

s to

V

IST

phyl

ogen

y gr

aphi

c),

how

they

did

the…

Put

ting

the

hipp

o, I

real

ly d

idn’

t un

ders

tand

why

, I s

till d

on’t.

I t

hink

it h

as to

do

with

the

wol

f, bu

t may

be h

ave

them

se

para

te.

You

kno

w, I

can

un

ders

tand

wha

t the

y ar

e try

ing

to s

ay w

ith th

e bo

nes

and

stuf

f, bu

t I th

ink

that

m

ight

be

the

one

thin

g th

at

mig

ht b

e a

little

diff

icul

t to

unde

rsta

nd.

FA: N

o. I

thin

k it’

s go

od th

e w

ay it

is.

28a

FY

(14)

(Firs

t) F1

4: H

ow th

e m

oder

n an

imal

s ca

n lin

k to

, how

they

sor

ta b

ecam

e la

nd

anim

als.

. . (

Third

) F14

: I g

ot it

bac

kwar

ds.

(Firs

t) F1

4: I

com

pare

d th

e bo

nes.

(Firs

t) F1

4: T

hat t

hey

had

four

(Thi

rd) o

r wha

teve

r the

y w

ant t

o ca

ll th

em. A

nd th

at

mos

t of t

heir

ankl

e bo

nes

are

the

sam

e, e

xcep

t the

y’re

bi

gger

.28

bF

Y (1

1)(S

econ

d) F

11: S

how

ing

evol

utio

n.

(Fou

rth) F

11: M

ichi

gan!

(Sec

ond)

F11

: Yea

h.(S

econ

d) F

11: Y

eah.

(Sec

ond)

F11

: toe

s. (F

ourth

) F1

1: a

nkle

bon

es. (

Six

th)

F11:

The

sm

alle

r the

ani

mal

, th

e sm

alle

r the

ank

le b

one.

Th

at’s

big

ger t

han

that

one

.

27F

AS

tart

with

VIS

T w

ould

be

good

. S

he

star

ted

with

ank

le b

one

and

it w

as v

ery

conf

usin

g.

Did

n’t k

now

why

the

wol

f was

th

ere.

It m

akes

mor

e se

nse

once

you

ha

ve lo

oked

at t

he V

IST.

I d

on’t

unde

rsta

nd h

ow h

ippo

s an

d w

olf c

onne

cts

to th

ose

imag

es o

ver o

n th

e V

IST

pane

l.

They

cou

ldn’

t see

the

diffe

renc

es b

etw

een

the

ankl

e bo

nes

even

afte

r I p

oint

ed th

em

out.

Per

haps

don

’t hi

ghlig

ht th

e w

hole

bo

ne ju

st th

e pa

rts th

at a

re d

iffer

ent.

The

ydi

dn’t

focu

s on

the

red.

The

y w

ere

look

ing

at th

e w

hole

foot

not

the

ankl

e bo

ne. U

se

an o

rang

e co

lor a

nd ju

st d

ots

and

tie it

to

the

draw

ing

with

the

colo

r. D

iffer

ent v

iew

of

ank

le b

ones

, top

vie

w a

nd s

ide

view

. Th

ey w

ere

com

parin

g th

e si

ze to

o, n

ot th

e bo

ne.

Wan

ted

a bu

tton

to p

ush

that

wou

ld

have

the

scie

ntis

t tal

king

and

you

cou

ld

lear

n m

ore

abou

t thi

s.

Bec

ause

of e

volu

tion.

Tha

t ca

me

a lo

t; ve

ry c

lear

with

VIS

T pa

nel a

nd s

kull

pane

l.

(Ask

ed W

hat w

as m

ost

inte

rest

ing

poin

t tha

t you

le

arne

d?) I

did

n’t k

now

that

th

e fir

st w

hale

had

four

legs

. I d

idn’

t get

if th

is is

a fa

ct o

r is

a th

eory

. W

hat a

re th

ey

basi

ng th

is o

n? I

see

the

ankl

e bo

ne, a

nd th

e sk

ulls

, bu

t to

me

I don

’t re

ally

see

it.

They

all

look

the

sam

e. G

ray

wol

f ank

le b

one

look

s th

e sa

me

to th

e am

ateu

r as

the

othe

r ank

le b

ones

.

40M

A“M

ainl

y ab

out w

hale

s. W

here

they

are

fo

und.

..prim

ary

in P

akis

tan

and

in In

dia.

”Th

ey w

ere

thin

king

that

they

sta

rted

in th

is

area

sin

ce th

ey w

ere

foun

d on

ly in

this

ar

ea.

It’s

abou

t wha

les.

..how

they

wer

e fo

rmed

. H

ow th

is tu

rned

into

this

...an

d to

this

. (E

xpla

natio

n gi

ves

to h

is d

augh

ter a

s sh

e ap

proa

ched

the

exhi

bit.)

“He’

s lik

e an

arc

heol

ogis

t...fo

r bo

nes.

..stu

dyin

g.”

“Lau

gh. O

nly

been

foun

d in

one

pa

rticu

lar a

rea.

It s

how

s th

e st

art

of e

volu

tion

of p

artic

ular

spe

cies

of

wha

les.

”

(rea

d)“T

hey

wer

e sa

ying

wha

les

had

a fo

ot li

ke a

sea

l...a

nd

mig

ht b

roug

ht th

emse

lves

on

land

.” T

hey

wer

e in

tere

sted

in

sha

pes

of fe

et. H

ow th

ey

are

like

hipp

os.

The

red

bone

s m

ade

mor

e se

nse

afte

r vie

win

g th

e pa

nel.

VIS

T: I

can

see

how

they

lost

legs

and

how

they

turn

ed

into

a fi

n ty

pe th

ing.

May

be

they

did

n’t n

eed

them

at t

he

time…

and

thei

r han

ds tu

rned

into

feet

.

“The

y ha

ve g

ood

visu

al th

ings

on

the

char

t. It

help

s to

bre

ak d

own

the

idea

.” (w

hale

imag

es o

n th

e ch

art)

Pag

e 2

of 2


32

70%

Pro

toty

pe R

evie

w o

f Exp

lore

Evo

lutio

n E

xhib

it Fo

rmat

ive

Eva

luat

ion:

Ove

rall

Exh

ibit

ID#

Sex

Age

gr

oup

Wha

t was

the

poin

t of t

he w

hole

exh

ibit?

Wha

t que

stio

ns d

o yo

u ha

ve a

bout

the

exhi

bit?

Wha

t wou

ld y

ou a

lter o

r add

to m

ake

the

exhi

bit m

ore

inte

rest

ing

to y

ou?

How

els

e w

ould

you

cha

nge

this

exh

ibit?

Did

you

not

ice

anyt

hing

abo

ut th

e si

ze o

f th

e or

gani

sms?

Extr

a qu

estio

ns.

4M

YS

how

ing

chan

ges

thro

ugh

evol

utio

n ov

er ti

me

and

how

it c

hang

es a

nd w

hyN

ot a

ny th

at c

ome

to m

ind

Mor

e co

ntra

st w

ith th

e co

lor i

n ex

hibi

t - to

o m

uch

sam

e co

lor \

just

a ta

n co

lor u

se c

olor

to

show

diff

eren

t par

ts. (

begi

nnin

g in

tera

ctiv

es

but e

ndin

g di

ed a

way

, spr

ead

out m

ore)

Use

mor

e pe

ople

wor

ds, r

athe

r tha

n sc

ient

ific

wor

ds; i

t’s a

sci

ence

mus

eum

, but

I do

n’t

thin

k ha

lf of

the

peop

le th

at c

ome

here

wou

ld

unde

rsta

nd ¾

of t

hose

wor

ds. T

he o

nly

reas

on I

know

a b

unch

of t

hem

is b

ecau

se I

spen

t hal

f a y

ear l

ast y

ear i

n a

scie

nce

clas

s;

othe

rwis

e, I’

d be

lost

. Life

sci

ence

cla

ss,

cells

, dia

tom

s, lo

okin

g th

roug

h m

icro

scop

es,

wha

t are

pla

nt-li

ke a

nim

als…

..Als

o, o

n th

e w

hale

exh

ibit,

it w

as to

o dr

astic

bet

wee

n w

alki

ng a

nim

al to

the

swim

min

g w

hale

; ne

eded

an

inte

rmed

iate

ani

mal

. Can

’t se

e si

mila

ritie

s -

Yes

, viru

s, c

ells

, ant

s an

d bi

rds…

Did

n’t m

ake

a w

hole

lot o

f diff

eren

ce b

ut in

tera

ctiv

e st

uff

sort

of d

ied

away

afte

r beg

inni

ng.

5F

AE

volu

tion

and

chan

ge a

nd re

sear

chN

o qu

estio

ns p

oppe

d in

to m

y he

adC

hang

e th

e or

der o

f thi

ngs;

toug

hest

exh

ibit

to u

nder

stan

d, a

t lea

st fo

r me.

I di

dn’t

get t

he

feel

for t

hose

firs

t tw

o co

min

g in

or t

he

them

e. P

ut th

e on

e w

ith w

here

did

hum

ans

com

e fro

m, r

ight

aw

ay p

eopl

e kn

ow y

ou’re

ta

lkin

g ab

out e

volu

tion

and

then

they

wou

ld

follo

w b

ette

r. P

eopl

e w

on’t

thin

k ev

olut

ion

right

aw

ay w

ith H

IV o

r dia

tom

s. B

e cl

eare

r in

thei

r min

d w

hen

they

com

e to

the

HIV

or

diat

om th

at it

is a

bout

evo

lutio

n, th

e th

eme

and

the

way

exh

ibits

mov

ing.

See

abo

veE

nded

up

with

wha

le a

nd th

en re

aliz

ed y

ou

bega

n w

ith v

irus.

But

no

effe

ct n

o ov

eral

l op

inio

n ab

out e

volu

tion

them

e.

3F

ATh

at e

volu

tion

occu

rs in

tiny

org

anis

ms

and

larg

e m

amm

als.

I’m s

till c

augh

t up

in w

hat i

s a

viru

s. W

ante

d to

kno

w w

hat a

re th

e ro

ots

of e

volu

tion.

Is

it lu

ck, c

ircum

stan

ce.

We

say

thin

gs c

hang

e an

d ev

olve

, but

I’m

stil

l not

sur

e w

hy.

It’s

diffe

rent

con

ditio

ns a

nd h

avin

g to

ada

pt, b

ut

I’m s

till n

ot s

ure.

Take

muc

h m

ore

pers

onal

app

roac

h.

“His

tory

’s m

yste

ries”

How

do

we

unde

rsta

nd

how

thin

gs c

hang

e ov

er ti

me?

H

ere

are

scie

ntis

ts s

tudy

ing

chan

ge.

Som

ethi

ng th

at’s

re

leva

nt to

you

in te

rms

of c

hang

e an

d th

en

pull

back

and

exp

lain

it in

term

s of

dia

tom

s.

I’d c

onst

antly

be

aski

ng q

uest

ions

of v

isito

rs.

I’m s

truck

by

the

fact

that

eve

rybo

dy k

now

s ev

eryt

hing

alre

ady

in th

e sh

ow.

Ther

e’s

not

any

mys

tery

, any

que

stio

ns s

till t

o be

ask

ed.

It’s

abou

t tel

ling

me

abou

t eve

ryth

ing

you

know

, ins

tead

of e

ngag

ing

me

in th

e w

onde

rs

of o

ur w

orld

.

Sim

ple,

ele

gant

inte

ract

ives

. E

ven

sim

pler

in

tera

ctiv

es.

Rea

lly d

rivin

g ho

me

that

me

as

a vi

sito

r can

add

to w

hat’s

und

erst

ood,

eve

n if

it’s

an a

rtific

ial c

onst

ruct

. E

ngag

e vi

sito

rs in

sc

ient

ific

proc

ess.

Ask

vis

itors

to o

bser

ve,

clas

sify

.

16M

YTh

e na

ture

and

dan

gers

of v

iruse

s an

d th

ings

.N

one

He

didn

’t re

spon

d so

I as

ked

if he

thou

ght i

t w

as in

tere

stin

g or

had

he

foun

d he

was

read

y to

go

som

ewhe

re e

lse?

“Bor

ed fo

r a w

hile

th

en th

e fin

ches

eng

aged

me.

” Mot

her a

sked

hi

m if

he

wou

ld li

ke m

ore

inte

ract

ives

? H

e sa

id “y

es, m

ore

thin

gs to

do.

” “I

liked

the

rota

ting

flies

.”

Don

't kn

ow.

No.

23F

A“E

volu

tion

and

show

ing

how

thin

gs b

egan

and

prog

ress

ed th

roug

h th

ousa

nds

of y

ears

.”“I

don’

t hav

e an

y qu

estio

ns.”

“Mor

e ha

nds

on a

nd le

ss re

adin

g of

long

te

xt.”

“It is

set

up

nice

ly.”

No.

(Th

ey o

nly

got t

hrou

gh th

e fu

ngus

and

th

ey w

ere

runn

ing

out o

f tim

e so

we

had

to d

o th

e qu

estio

ns.)

19M

ATo

exp

lain

DN

A a

nd c

ell s

truct

ure

and

biol

ogic

al in

ter-

rela

tions

, evo

lutio

n.H

ow d

o sc

ient

ists

act

ually

look

at t

he D

NA

m

odel

? H

ow d

o th

ey k

now

how

man

y nu

cleo

tides

? W

hat i

s th

e pr

oces

s of

ac

tual

ly…

If yo

u w

ere

to ta

ke a

pie

ce o

f hai

r an

d m

ap it

DN

A-w

ise,

how

wou

ld y

ou d

o th

at?

That

goe

s ba

ck to

wha

t I ju

st s

aid,

mak

e th

at

part

a lit

tle b

it m

ore

clea

r…M

aybe

take

a

polic

e th

ing

alm

ost,

like

if yo

u ha

d a

piec

e of

ha

ir or

som

ethi

ng, h

ow w

ould

they

iden

tify

it as

a c

erta

in D

NA

stra

in?

Like

I sa

id b

efor

e, th

e in

tent

ion.

Wha

t is

the

inte

ntio

n, ju

st ri

ght o

ff th

e ba

t, sa

y “T

his

is

exhi

bit i

s ab

out t

his

and

you

gain

this

kn

owle

dge

by th

e tim

e yo

u w

alk

out o

f her

e.

Ver

y sm

all,

ever

ythi

ng w

as s

tripp

ed d

own

to

a ve

ry s

mal

l…(C

hild

say

s “A

nd th

en

enla

rged

”)

1M

YD

iffer

ent r

esea

rchi

ng o

f sci

entis

ts.

I don

’t re

ally

hav

e an

y qu

estio

ns. I

ask

ed,

“Any

thin

g ab

out w

hat y

ou s

aw…

Or a

ny

ques

tions

abo

ut w

hat y

ou d

idn’

t see

?” I

didn

’t re

ally

und

erst

and

the

chim

p an

d th

e hu

man

I as

ked,

“W

as th

ere

anyt

hing

sp

ecifi

c yo

u w

ante

d to

kno

w a

bout

it?”

Li

ke w

hat i

t was

abo

ut b

ecau

se I

didn

’t se

e m

uch

of a

nyth

ing

to re

ally

look

at,

and

I did

n’t

have

muc

h in

tere

st in

it c

ause

it lo

oked

kin

da

borin

g.

Add

mor

e in

form

atio

n to

it, m

ake

the

info

rmat

ion

emph

asiz

ed, m

ake

it di

ffere

nt

font

s, s

omet

hing

just

to c

hang

e it

and

mak

e it

mor

e ex

citin

g.

I ask

ed “

Is th

ere

anyt

hing

els

e yo

u w

ould

do

to c

hang

e th

e ex

hibi

ts?”

No.

Siz

e? L

ike

how

big

they

wer

e? Y

eah,

the

cell

one,

like

on

the

wat

er fu

ngus

, I th

ink

it is

, ye

ah. T

hat w

as p

retty

big

, tha

t was

coo

l, th

at

grab

bed

my

eye,

that

was

goo

d. I

aske

d “T

he m

odel

?” a

nd h

e no

dded

yes

.

22M

Y“S

how

s ho

w e

volu

tion

take

s pl

ace.

S

omet

imes

it is

slo

w a

nd s

omet

imes

it is

fa

st.”

(dad

com

men

t)

No

idea

s he

re...

Mov

e vi

rus

away

from

the

entry

. Sta

rt ou

t w

ith a

nts

or p

ond

scum

. Viru

s m

odel

is a

go

od o

bjec

t for

dra

win

g pe

ople

in, b

ut v

irus

is

too

hard

an

idea

to s

tart

with

. Mak

e it

late

r in

the

exhi

bit.

(this

was

men

tione

d tw

ice.

)

“The

han

ds o

n w

as p

retty

goo

d in

the

beak

ex

hibi

t. M

easu

ring

whe

el w

as n

ot w

orth

m

uch.

The

des

crip

tion

(In F

inch

) nee

ds to

ch

ange

to b

e cl

eare

d. “F

lip b

ook

thin

g w

asn’

t cl

ear.

2F

A“T

he p

oint

is to

sho

w h

ow d

iffer

ent a

nim

als

incl

udin

g hu

man

s ha

ve e

volv

ed...

not

evol

ved,

but

cha

nged

ove

r tim

e.”

How

thin

gs

are

alik

e an

d si

mila

r

I don

’t kn

ow h

ow th

ey p

icke

d th

e to

pic

they

di

d bu

t I g

uess

they

pic

ked

wha

t the

y ha

d th

e m

ost i

nfor

mat

ion

abou

t. B

ut it

is a

cur

ious

m

ix o

f thi

ngs

that

see

m a

lmos

t ran

dom

.” (S

he

had

not n

otic

ed th

e id

ea o

f new

sci

entif

ic

rese

arch

.)

“I th

ough

t it w

as p

retty

inte

rest

ing.

May

be th

e flo

w c

ould

be

diffe

rent

. I li

ked

the

big

atom

...th

at w

as c

ool.”

(she

mea

nt th

e H

IV

mod

el)

No

resp

onse

. She

did

say

she

like

d th

e sp

acio

usne

ss o

f the

exh

ibits

. “ if

ther

e is

too

muc

h st

uff t

hen

you

get d

istra

cted

and

lose

fo

cus.

”

No

I did

n't.

Pag

e 1

of 2


33

70%

Pro

toty

pe R

evie

w o

f Exp

lore

Evo

lutio

n E

xhib

it Fo

rmat

ive

Eva

luat

ion:

Ove

rall

Exh

ibit

ID#

Sex

Age

gr

oup

Wha

t was

the

poin

t of t

he w

hole

exh

ibit?

Wha

t que

stio

ns d

o yo

u ha

ve a

bout

the

exhi

bit?

Wha

t wou

ld y

ou a

lter o

r add

to m

ake

the

exhi

bit m

ore

inte

rest

ing

to y

ou?

How

els

e w

ould

you

cha

nge

this

exh

ibit?

Did

you

not

ice

anyt

hing

abo

ut th

e si

ze o

f th

e or

gani

sms?

Extr

a qu

estio

ns.

13F

YIt

was

abo

ut e

volu

tion

and

the

way

diff

eren

t an

imal

s an

d bu

gs d

o th

eir t

hing

s an

d ho

w

they

look

.

It di

dn’t

tell

me

muc

h ab

out e

volu

tion.

I’d

like

to

lear

n m

ore

abou

t tha

t.M

ore

on th

e m

onke

y st

uff.

Mor

e co

lorfu

l.Th

ey're

sm

all.

10F

ATo

sho

w h

ow s

peci

es e

volv

e. H

ow v

ario

us

thin

gs, c

hang

es in

env

ironm

ent,

in

pref

eren

ce, r

epro

duct

ion

in v

irus,

how

thin

gs

can

effe

ct a

spe

cies

and

cre

ate

a ch

ange

in a

sp

ecie

s. I

s it

evol

utio

n in

a s

peci

es o

r ad

apta

tion?

Wha

t are

the

cont

rove

rsie

s? A

ge o

ld

cont

rove

rsy

of a

dapt

atio

n ve

rsus

evo

lutio

n. I

ha

d so

me

spec

ific

ques

tions

for t

he

voca

bula

ry, l

ooki

ng fo

r def

initi

ons

of s

ome

wor

ds.

Inte

rest

ing

to h

ave

an a

ctua

l stra

nd o

f DN

A,

like

the

viru

s, th

at c

ould

be

man

ipul

ated

, ha

nds

on.

To g

ive

kids

an

idea

of D

NA

look

s lik

e, to

und

erst

and

that

DN

A a

ffect

s th

e co

lor

of e

yes.

To

appe

al to

kid

s, th

e m

ore

hand

s on

the

bette

r.

Dep

ends

on

targ

et a

udie

nce.

To

appe

al to

yo

unge

r kid

s, s

impl

ify; t

he m

ore

you

put i

t in

kid

lang

uage

– if

you

wer

e a

fly s

cien

tist,

why

w

ould

you

wan

t to

stud

y fli

es.

Ask

a q

uest

ion

and

expl

ain

in s

impl

e te

rms

why

you

stu

dy

flies

. R

ight

now

, mos

t of t

his

is w

ritte

n fo

r ad

ults

to re

ad.

No.

Chi

mps

set

at l

ife s

ize;

viru

s m

olec

ule

bein

g la

rger

is a

goo

d th

ing.

Dis

play

s th

emse

lves

see

med

sm

all,

amou

nt o

f spa

ce,

coul

dn’t

real

ly h

ave

a lo

t of i

ndiv

idua

ls

arou

nd o

ne.

21F

YTo

des

crib

e th

e di

ffere

nt e

volu

tion

of d

iffer

ent

anim

als

It w

as p

retty

und

erst

anda

ble

To m

ake

the

finch

exh

ibit

mor

e de

taile

d to

ex

plai

n ho

w th

ey e

volv

ed s

o ra

pidl

y an

d so

di

ffere

ntly

. Fro

m h

er b

iolo

gy c

lass

she

th

ough

t tha

t evo

lutio

n to

ok a

ver

y lo

ng ti

me.

W

hale

s do

n't e

volv

e ve

ry ra

pidl

y bu

t the

fin

ches

do.

Like

d it

and

thou

ght i

t was

cle

arN

otic

ed in

Haw

aii t

hat t

he fl

ies

wer

e a

lot

bigg

er th

an in

oth

er p

arts

of t

he w

orld

11M

YG

enet

ic e

volu

tion

and

how

cha

nges

cou

ld

have

affe

cted

the

anim

als.

How

the

wor

ld

alw

ays

chan

ges

Wis

hed

ther

e w

as m

ore

on th

e vi

rus

and

the

way

that

eac

h of

them

con

nect

ed to

eac

h ot

her.

I wan

t to

know

how

viru

ses

wor

k.

Like

d th

e pa

rt on

hum

an e

volu

tion

beca

use

peop

le c

ould

rela

te to

it. M

aybe

use

so

met

hing

like

dog

s in

one

of t

he e

xhib

its s

o th

at p

eopl

e co

uld

see

how

they

can

affe

ct

evol

utio

n.

Mak

e it

bigg

er. I

kno

w it

's v

ery

inte

rest

ing

and

it he

lps.

It's

like

a c

olle

ge c

ours

e, le

arn

new

st

uff

Siz

e? V

isua

l rep

rese

ntat

ion?

I kn

ow th

at th

e vi

rus

and

diat

om a

re s

mal

l but

they

look

big

ou

t the

re. T

hat's

goo

d be

caus

e ki

ds c

an s

ee i t

and

they

can

rela

te to

them

Did

the

exhi

bit m

ake

you

thin

k ab

out

beco

min

g a

scie

ntis

t? I'

d lik

e to

do

the

scie

nce,

but

I lik

e pe

ople

and

I do

n't t

hink

I w

ould

wan

t to

be s

tuck

in a

lab

for a

bout

12

hour

s a

day

Wha

t abo

ut s

ocia

l sci

ence

yes

th

at m

ight

be

inte

rest

ing

(mor

e on

the

tape

)

15F

A“I

know

its

abou

t evo

lutio

n. It

talk

s ab

out h

ow

thin

gs g

ot th

ier s

tart.

Alth

ough

we

beliv

e in

cr

eatio

n ou

rsel

ves.

My

fam

ily b

elie

ves

in

crea

tion.

... W

e be

lieve

that

hum

ans

wer

e no

t th

e fir

st li

fe fo

rms

on th

e pl

anet

. We

belie

ve

that

ther

e w

ere

man

y ot

her l

ife fo

rms

befo

re

us. .

.And

our

life

form

cha

ract

eris

tics

from

ot

her l

ife fo

rms

the

char

acte

ristic

s to

ok

That

’s o

ne th

eme.

” And

then

it ta

lks

abou

t ho

w p

arts

of n

atur

e ar

e in

terd

epen

dent

on

each

oth

er. T

hat f

our p

art s

tudy

by

Cam

eron

C

urrie

...A

nd h

ow h

uman

s di

dn’t

need

to b

e in

volv

ed...

that

they

pro

paga

te b

y th

emse

lves

...an

d th

ey h

ad th

at a

ll fig

ured

out

on

thei

r ow

n.”

“Not

nec

essa

rily.

I pr

obab

ly w

ould

hav

e if

I w

ould

hav

e sp

ent

mor

e tim

e.”

I lik

e vi

sual

s. I

liked

the

audi

tory

. I li

ke to

read

an

d lis

ten

sim

utan

eous

ly. (

Mor

e so

und)

I lik

ed h

avin

g hu

man

s an

d ch

imps

han

ds

com

pare

d.” S

he li

ked

havi

ng s

izes

com

pare

d.

(inte

rvie

wer

ask

ed “d

id y

ou fi

nd th

at

com

paris

ion

of h

uman

s an

d ch

imps

of

fens

ive?

” No

we

go to

the

zoo

...an

d I t

ell

my

kids

look

at h

ow th

eir b

odie

s ar

e si

mila

r to

our b

odie

s...l

ook

at h

ow th

ey u

se th

eir h

ands

. S

o I d

on’t

thin

k th

at is

offe

nsiv

e.”

No.

25M

AE

volu

tion

of a

ll sp

ecie

s, s

pan

the

gam

ut o

f fin

ches

, chi

mpa

nzee

s, w

hale

s, tr

ying

to

debu

nk c

reat

ioni

st th

eorie

s. T

his

is h

ow w

e ev

olve

d.

In a

cou

ple

of th

em, w

hy g

o so

dee

p in

to th

e sc

ient

ists

rath

er th

an th

e re

sear

ch, t

he

Haw

aiia

n re

sear

cher

, rat

her t

han

the

bugs

, w

hich

I su

ppos

e co

uld

be fi

ne if

that

’s w

hat

they

are

sho

otin

g fo

r.

Onl

y a

coup

le re

al in

tera

ctiv

e th

ings

in th

ere,

lik

e th

e m

icro

scop

e, b

ut I

coul

dn’t

say

spec

ifica

lly w

hat,

ther

e’s

a lo

t of r

eadi

ng

ther

e, I

coul

d se

e m

y 12

yr o

ld s

on s

eein

g th

is a

nd s

ayin

g I d

on’t

wan

t to

do th

is

beca

use

I hav

e to

read

all

this

. of a

ll th

e re

adin

g. L

ess

to re

ad, m

ore

to d

o

The

text

is im

porta

nt, i

f the

y’re

a re

ader

, th

ey’ll

love

it, i

f the

y’re

not

, the

n th

ey’re

just

lo

st a

gain

. Nic

e if

you

had

it se

t up

both

way

s.

(did

you

not

ice

that

the

orga

nism

s w

ere

diffe

rent

siz

es?)

Spa

ns th

e ga

mut

- vi

rus,

fli

es…

…fin

ches

… g

ets

larg

er H

IV s

tarte

d it

off.

Favo

rite

or b

est:

Like

d th

e H

IV m

odel

, co

nfus

ed m

e fo

r a m

inut

e, b

ut I

did

like

it.

The

wha

le, t

he w

hale

evo

lutio

n, th

e ev

olut

ion

char

t prim

arily

, but

like

d al

l thr

ee w

ere

ok, b

ut

the

one

with

the

ankl

e bo

nes

was

com

plet

ely

conf

usin

g - I

igno

red

it an

d tie

d ba

ck in

to th

e ch

arts

. I d

id li

ke th

e fin

ches

, too

- al

way

s en

joye

d na

tura

l sel

ectio

n. A

nyth

ing

surp

risin

g? N

ot to

me

Wha

t did

you

get

ou

t of t

he e

xhib

it: T

ake

hom

e m

essa

ge

for a

vis

itor:

Evo

lutio

n pe

riod.

You

may

ha

ve tr

oubl

e w

ith th

e re

ligio

us ri

ght.

Peo

ple

will

arg

ue th

at th

is is

just

figh

ting

with

cr

eatio

nism

.12

FY

Why

and

how

peo

ple

lear

n. I

aske

d, “

Do

you

mea

n pe

ople

, lik

e th

e sc

ient

ists

?” S

he

said

, “U

m-h

um” (

nodd

ed h

ead

yes)

.

Um

mm

, que

stio

ns a

re…

Why

um

m, t

he m

ale

and

fem

ale

flies

hav

e di

ffere

nt p

airs

of w

ings

.U

mm

, I w

ould

…(I

say,

“Don

’t ha

ve a

ny?”

) S

he s

hake

s he

ad n

oS

hake

s he

ad n

o.D

id it

mak

e yo

u w

ant t

o be

a s

cien

tist,

mor

e th

an b

efor

e yo

u ca

me

to th

e ex

hibi

t?

Nod

s he

ad y

es.

Pag

e 2

of 2


34

Documents

Museum Visitors Interact with Explore Evolution Exhibitionexplore-evolution.unl.edu/MuseumVisitorsInteractEEE072506.pdf · Museum Visitors Interact with Explore Evolution Exhibition