Indigenous Science: “Australia Had Ancient Trade Routes Too”

Trade and trading routes have developed and existed for many thousands of years all over the world.  In the period when Europe and Asia had the Silk Road and Spice Trade, Australian Aborigines were also using trade routes along overland pathways.  These trading routes connected Aboriginal groups throughout the entire landscape of the country including the Torres Straits.  Routes intersected and criss-crossed at significant sites such as waterholes and rivers, where a particular material, such as red ochre was found in abundance, and at places created by the spirit ancestors.   

Red Ocre

Whilst there were caravans of camels and horses loaded with silks and spices and maps to guide the traders in Europe and Asia, the Aboriginal people developed a thriving bartering and exchange system by using their sacred pathways and songlines to guide them in their trade exchanges.

For the Aboriginal people, trade wasn’t just associated with physical objects but included songs, dances and art, stories, rituals and ceremonies.  These connected the people to the land and sky and animals.  Trade exchanges happened either with just one person or with large groups at market places and trading centres.  A flourishing economy existed through the people trading their commodities for items they didn’t have.

Mining for much sought after items as red ochre occurred around north western South Australia.  Greenstone was needed to create stone axes and this was obtained from Mount Isa and Cloncurry district and then transported and exchanged along the trade routes.

Aboriginal Stone Axe from the QM Collection

 

 

Research and artefact evidence suggests that the Baler shells Melo amphora or northern baler shell, from the East Coast of Australia was exchanged at  trading centres, such as Lake Nash and Camooweal  for ironwood spears, wooden shields, ochres, fish hooks, Spinifex gum resin, stone axes or boomerangs.

Just as marketplaces and trading centres were central points for the European and Asian civilizations these too were pivotal to the Aboriginal people.  The sight, sounds, smells, tastes and colours of a bustling marketplace was just as vibrant in the Australian landscape during ancient times.

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Backyard Explorer North Queensland May 2012

Catching insects during the “hands-on” BE workshop

Queensland Museum scientists will conduct free workshops this week in Atherton, Innisfail, and Cairns dedicated to assessing local biodiversity and the effect of human impact using data from insect trapping. These workshops will be funded with assistance from Landcare through Fiona George (Regional Landcare Facilitator, Terrain Natural Resource Management, Innisfail).

The Queensland Museum Backyard Explorer North Queensland May 2012 workshops will include a free full day workshop held at the CSIRO Ecosystem Sciences, Atherton facilities on Thursday 17th. During this workshop we will be completing a study with Yungaburra Landcare and other interested community members at the Lower Peterson Creek re-vegetation site.

Participants from teachers to local naturalists, council representatives, Landcare members and staff, and interested community members will attend a program that encourages the region to become more involved in science. Backyard Explorer shows community groups how to complete a survey of their property, work site, even backyard, incorporating scientific examination of habitat, vegetation and wildlife using the techniques museum scientists use in research including identifying any insect finds and interpreting the bio-health of the area.

Landcare have also funded an after school session for teachers, Landcare members and staff, and other interested community at the training room at the Disaster Management Centre in Innisfail on Wednesday May 16th.

Additionally Landcare have organised for the Queensland Museum scientists to visit schools and provide students and teachers hands on experiences with collecting and identifying insects. The Juniors from St Rita’s school in South Johnstone doing Mini Beasts will be involved on Wednesday morning May 16th. All Year 3 classes at Bentley Park College south of Cairns will be working with the Queensland Museum  scientists on Friday 18th May.

Watch this space for reports on the Queensland Museum Backyard Explorer North Queensland May 2012 workshops.

Further reports, photographs, and resources from Backyard Explorer community sessions held in 2011 can also be accessed from this Queensland Museum Talks Science page.

Christine Lambkin is leading the BE workshops and will be joining the QMTS writers group as a guest author.  She is the curator of Entomology responsible for the Queensland Museum collections of Diptera (flies), Coleoptera (beetles), Orthoptera (grasshoppers), Hemiptera (bugs), Phasmatodea (stick insects), and a number of smaller insect orders. Her main research interest is the systematics, evolution, taxonomy, and biodiversity of Diptera, specialising in combined molecular and morphological phylogenetic analyses and monographic revisions of beeflies (Bombyliidae) and stiletto flies (Therevidae).

Chris Lambkin

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New Ways of Looking at Old Treasures

The recent opening of Mummy: Secrets of the Tomb exhibition prompted delight on the faces of QM staff and the visiting public.  In addition to supervising the opening of the exhibition, British Museum expert Dr John Taylor identified a very significant old treasure. The piece of papyrus laying quietly in the display of QM artefacts has now been identified as part of an important Book of the Dead belonging to Amenhotep, a chief builder in the 15th century BC. For many adults such discoveries are pretty amazing; but for primary school learners it is hard for them to really grasp the magnitude of these and other historical items. Time has little meaning beyond last week and tomorrow, and old is someone in their forties!

So how can we engage young learners in the appreciation of artefacts? Teachers could get very excited and tell their students about an amazing new discovery of a piece of papyrus written some 3500 years ago. They could explain how Books of the Dead contained magical spells and were entombed with the mummified bodies of Egyptians to ensure their safe passage from one life to the next. But this one-directional sharing of knowledge rarely produces long-term retention in Early Years children’s brain storage system. Teachers know the importance of fostering the processes of inquiry. As the Australian Curriculum states, inquiry develops transferable skills, such as the ability to ask relevant questions; critically analyse and interpret sources; consider context; respect and explain different perspectives; develop and substantiate interpretations, and communicate effectively (Australian Curriculum: History accessed on 30/4/12).

So what can Queensland Museum do to help? Well firstly, we have an abundance of real objects which can be explored. If you visit the museum, you can book a school program which, at a current cost of $5 per student, gives your class a 45 minute session with a museum staff member presenting in an allocated room with museum artefacts which students can handle. The current programs are on our website and can be tweaked to meet specific curriculum intent if you book early and explain what your particular focus is. There are teachers-in-residence at QM who can advise staff about the Australian Curriculum and C2C lessons which we can address – so let us know how we can make your visit really valuable. In addition, Queensland Museum loans offers a wide range of objects many of which students can actually handle and are related to many aspects of the National curriculum. (http://www.qm.qld.gov.au/Learning+Resources/QM+Loans). Of course, local museums and historical societies will also be willing to enrich your classroom learning. 

Unfortunately, some objects cannot be handled. Handing around the piece of the Book of the Dead or the mummified hand of a very young child pictured here is not possible. Therefore the way we engage  students in interpreting these objects becomes the crucial factor as to whether the learning is of long-term value. The key to this engagement is enticing the students to co-construct the story around the object. Providing a picture of the artefact and an actual papyrus painting (cheaply purchased online) to each small group of students, with the instruction to share what you know or can deduce, begins the process of inquiry (explore before explain). Then the trick is to ask questions which look at the bigger picture and link this object to customs/ objects that the students can relate to. For example, do people today have things placed with them when they die? What book or item from today do you think people in the 30th century might want to see in a museum? Do we need to collect old things and why? Will we still be writing using an alphabet in 3000 years time? If you could be mummified, would you want to be? Do you think Amenhotep would be happy for us to have a piece of his scroll? Do you think this piece of papyrus will exist in another 3000 years? The factual knowledge about the objects emerges through the conversations but more importantly, the students are engaging in the processes of inquiry. Finally, if you come on an excursion to the museum, the students will take a new look at these old treasures and see much more than a fragment of papyrus in a glass cabinet!

To help teachers deliver the national curriculum, QM teachers are developing resources based on objects/images in our collection and from QM loans. Visit http://www.qm.qld.gov.au/Learning+Resources/Resources and search for Australian curriculum to find the current range so far. If you have specific objects you would like us to put high on the priority list please let us know by emailing or calling discoverycentre@qm.qld.gov.au

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Symphony of Science

In a previous post I highlighted the use of quotes to inspire students. Well the videos I have recently come across have inspiration in spades, they will knock your socks off and leave your students with a sense of awe. These are the Symphony of Science videos (http://symphonyofscience.com/).

They are mash-up videos of snippets of TV shows and lectures given by famous scientists or science communicators, set to music. This might not sound that exciting, but they truly are brilliant. Project the videos full screen, turn the volume up, and watch the faces of your students.

Learning opportunities:

Science Students identify who the famous scientist (s) or science communicators are and what contributions they have made to their field. Pose the question to students, “What were the main scientific concepts and points that were being made”?

Media studies What is: the message of the video; target audience; how did you feel watching the video; what were you thinking at the end of it; what techniques were used to make the video interesting and engage the viewer?

Information technology integration into Science Students can use various software to make their own video/music mash-up to create an inspiring video on a topic, or explain a scientific concept. The ability of some programs to modify the voice can help students, particularly early secondary, to overcome the ‘stigma’ of hearing their voice recorded.  Alternatively they could mash-up a collection of publicly available video snippets.

Video can be used in a more traditional linear style, such as presenting a scientific report in video rather than written format. Photographic images could be used in combination or in place of video and inserted into movie-making software, and voice overs inserted to present the report. This is a great assessment activity that might help those students who are challenged by writing large reports more easily demonstrate their level of understanding.

One of my favourite tasks at the beginning of the year is to have students create a short video or podcast explaining a lab safety rule. Students can have a lot of fun, using soot to simulate exploding experiment, dramatic sound effects, dyes, goo, mash-ups with nuclear explosions, etc. I even had students using a skeleton to reveal the consequences of entering the prep-lab.

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Reflections on January 2011 and Other Major Rain Events

View of City during 2011 Flood

View of City during 2011 Flood

The January 2011 major rain event was devastating for Toowoomba and the communities along the rivers and creeks as far as Brisbane, but the scale of the event was not unprecedented. The event was not unusual in its size, or volume of water that resulted. It was the location of the heavy rainfall upon previously saturated ground as well as the storm’s  intensity and speed that caught Queenslanders out.

Brisbane and its surrounding catchment areas have received major rainfall events multiple times over the last few decades.  This is something I didn’t know, until I spoke to a colleague who is a hydrologist. After our conversation I did some research and located all the information I needed about previous flood events at www.bom.gov.au.

Here are a few of the rain events listed on the Bureau of Meteorology website:

Damage under Oxley house 2011

Damage under Oxley house 2011

March 1992:  Major flooding occurred in the upper reaches of the Brisbane and Stanley rivers. No reports of damage were received. Minor flooding occurred in some of the Brisbane Metropolitan Creeks causing minor traffic problems.

May 1996:  Brisbane River basin: Heavy rainfalls and flooding were reported throughout the Brisbane catchment during the first week of May with widespread 7 day rainfall totals of up to 600mm. A tidal surge caused by the low pressure system and gale force winds caused higher than normal tides in the Brisbane River which also contributed to flooding in low-lying areas. Runoff from the first peak in the Bremer River combined with the tidal surge and local runoff in the Brisbane City reaches caused higher than normal tides at the Port Office during Saturday 4th and Sunday 5th.

During this event, inflow from the Stanley River and tributaries caused the storage level in Somerset Dam to rise from about 54% to just over Full Supply Level. Moderate flooding in the Upper Brisbane River caused the storage level in Wivenhoe Dam to rise from 57% to nearly 90%of Full Supply Level.

Laundry at Oxley House 2011

Laundry at Oxley House 2011

Feb 1999:  Significant river rises in the Stanley and Brisbane rivers and tributaries above Wivenhoe Dam resulted from heavy rainfall on 8th February. Moderate flooding developed in the Stanley River and major flooding in the Brisbane River above Wivenhoe Dam. Releases from Wivenhoe Dam commenced on the 9th causing closures of low-level crossings along the Brisbane River downstream of Wivenhoe Dam, with minor flooding between Wivenhoe Dam and Mount Crosby. The same rainfall system caused rapid rises with moderate flooding in Lockyer Creek, Warrill Creek and the Bremer River. The Bremer River at Ipswich peaked just below the minor flood height on the evening of the 9th.

Flood Damage 2011

Flood Damage 2011

Feb 2001:  Rainfall in the Brisbane River during early February varied from 150 mm in the lower reaches of the Brisbane River to nearly 600 mm in the upper reaches of Laidley Creek.  The most significant flooding occurred along Laidley Creek with levels some of the highest of record but, fortunately, of short duration.

Minor flooding resulted in the upper reaches of the Brisbane River over the first few days of February and low flows were released from Wivenhoe Dam during the second week in February.

Nov 2008:  Intense rainfall occurred overnight on Wednesday 19th November across South East Queensland, particularly in the Ipswich and Lockyer Valley area. This caused local flash flooding overnight with riverine flooding occurring in the Bremer River, the Lockyer, Laidley and Warrill Creeks on Thursday the 20th of November. Major flood levels were reached in the Bremer River and in the Lockyer, Ipswich and Northern Brisbane Creeks.

Wivenhoe Dam Gates Open Oct 2010

Wivenhoe Dam Gates Open Oct 2010

Oct 2010:  Brisbane River catchment: Rainfalls in excess of 200mm in the top of the Stanley River catchment combined with widespread 100mm falls throughout the rest of the upper Brisbane River catchment in the 48 hours to 9am on the 12th of October to produce minor to moderate flooding above Wivenhoe Dam. This flooding provided both Somerset and Wivenhoe Dam with good inflows eventually producing the first large-scale gate operation at Wivenhoe Dam since 1999.

Flood Damage 2011

Flood Damage 2011

In most of these events and in particular the events in 1999 Brisbane would have been flooded. The 1999 event could potentially have even been more damaging than 2011 for the city of Brisbane if not for the mitigating impact of the Wivenhoe dam. 

 In these events Wivenhoe Dam worked, and worked well in preventing widespread damage to the city of Brisbane.  The rain fell into the catchment and flowed into the dam where the flood water was contained and then slowly released downstream to the city.

In 2011 heavy rain was dumped around several major catchments.  Inflows to the Brisbane river occurred not only from the controlled release at Wivenhoe, but also the Lockyer Creek and Bremer River, both of which are uncontrolled and join below the dam wall. Water was even flowing from Beaudesert down through the Oxley Creek system into suburban Brisbane and the Brisbane River.

The Flood Report has suggested that the engineers at Wivenhoe did not follow the operations manual and that alternative actions could have changed the level of flooding in Brisbane by as much as 50cm at the Brisbane City gauge.  Even if engineers had closed up all the gates and nothing was released, Brisbane would have still flooded. Roads would have been closed, power would have been cut, and homes destroyed. 

Some people who were badly affected may feel inclined to vent their anger and point the finger at Wivenhoe Dam authority figures, but most of us should thank the hydrologists, meteorologists and engineers for the wonderful job they have done in the past to save our QLD towns and cities from the worst of Mother Nature.

As a postscript, in case readers may think that I may have little sympathy for people badly affected by the most recent floods, the images you see in this post are of my house in Oxley which was not covered by flood insurance!

If readers have not yet visited QM&S to see the “Bouncing Back From Disaster” exhibition then we would encourage you to do so to stimulate your own personal reflections about this major flooding event in our lives.

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Dinosaur Superstar in the Headlines Again

T-Rex in Energex Playasaurus Place at Queensland MuseumTyrannosaurus rex (T-rex) is the superstar of the pre-historic world. The tyrant lizard king lived in the Cretaceous period about 60 million years ago (not the Jurassic period, 150 million years ago as some movies would have you believe). Everyone knows T-rex, whether from the movies or children’s books, this dinosaur is now known far beyond its original habitat of North America. T-rex features along with triceratops in the Energex Playasaurus Place on the ground floor of Queensland Museum and Sciencentre. The public can see the dinosaurs looming large when walking down Grey Street outside the museum.

T-rex is back in the spotlight due to the work of palaeontologist Miriam Reichel from the University of Alberta in Canada. Miriam has studied the teeth of T-rex and has found that like humans, teeth in T-rex’s mouth had different jobs based on their location in the jaw. Read the article here.

T-Rex scull cast at Queensland MuseumMiriam’s work, published in The Canadian Journal of Earth Science, shows that teeth at the front of the jaw were adapted to puncture and hold on to prey.  Teeth in the mid jaw were for slicing through flesh and bone and the teeth at the back also sliced and diced as well as directed food to the back of the mouth before swallowing. The teeth of T-rex are not sharp like those of a great white shark, they were very large and robust (the size and shape of a banana) to enable them to puncture the tough hide of their prey and hold on while the struggle between predator and prey continued.

This research shows that there are many evolving ideas regarding the world of science and palaeontology today.  Recent discoveries of dinosaurs in Queensland have received international media coverage as you can see from this article in the U.K Guardian newspaper.  Queensland Museum palaeontologist, Scott Hocknall, commented on the fearsome reputation of “Banjo” – a carnivorous dinosaur, observing that the  Australovenator wintonensis, was bigger than the velociraptor, whose “disembowelling sickle claw helped earn its fierce reputation”.

Steve Parish has produced a book in collaboration with Dr Alex Cook from QM entitled, Amazing Facts About Australian Dinosaurs which children will love. It can be purchased through QM Publications.  There are also some amazing dinosaur eggs which hatch that are available at the QM on-line shop. They will make a change from eating chocolate ones over Easter!

We’ll be back with more science ideas, exhibitions and curators’ thoughts after a short break.

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Incredible Insects: From the desk of Quentin the Quoll

Photo of Quentin the Northern Tiger Quoll at his computer

To teach the Biological Sciences sub strand of the Australian Curriculum well, teachers need to feel fairly comfortable with living things. Of particular benefit is knowledge of insects, firstly because they are invertebrates and therefore don’t require the enormous screeds of paperwork for approval to use them.  Secondly, insects are just simply amazing and frankly, without them, we’d all be dead!

Insects of course are one of the main organisms which support the food webs of all others. For the lower primary year levels (K-6), insects provide a wonderful real life resource that students can observe at first hand. Insects are freely available and with a little knowledge can be easily kept for classroom learning. Many go through some quite mind-blowing transformations and they have found ways to survive in nearly every physical environment on this amazing planet. They can teach students about the needs of living things, external features, growth and change and the effects of the physical environment on survival. And insects are cited for classroom use in the Australian Curriculum and in a number of current curriculum resources for example mealworms in C2C units and the new Primary Connections module. Watch it grow!

For older students (7-10) insects are an exceptionally good resource for teaching about biodiversity, classification, taxonomic keys, sustainability and the planning and conducting of extended experimental investigations. Queensland Museum Entomologist Dr Christine Lambkin (shown below getting a few hot tips from Quentin), has been instrumental in developing a project called Backyard Explorers. The materials and videos located on the QM website  provide a step-by-step guide to conducting a biodiversity assessment using insects, complete with Excel spread sheets for recording and an automated graph creator. For this investigation and especially for the safety of students, the insects are immediately placed in preserving alcohol upon collection. Whilst this is not something teachers feel comfortable with, the deep understandings built through close and detailed examination of the specimens in fact create a greater respect for living things. The insects are only collected for scientific education explicitly following specified methods and certainly this is not open slather on killing things. The impact on insect populations is far less than that caused by the Mortein can, electric bug zappers, and car headlights.

A picture of Quentin the Quoll and QM entomologist Dr. Christine Lambkin

For younger year levels, Quentin and Christine have some other ways to obtain insects which don’t involve killing them and are also safe because the identity (and ability to sting or bite) of the insects is known. To get you started there is a fact sheet called ‘Keeping live insects’ on the following page:

Quentin will return soon with more tips for Primary and Early Years teachers in future blogs.

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