Welcome to the antler room, a fascinating part of the Mammal Division at the Field Museum. Here, you’ll find a wide variety of antlers, but also some animals that don’t have antlers, like horses. It’s a place full of interesting specimens and stories.
Henry Trochez shared a delightful story about a young fan who loves watching educational videos, especially those about wolf dissections. This young girl dreams of becoming a scientist, a dolphin trainer, a mother, and even the president one day. It’s amazing how curiosity can spark such diverse ambitions!
Veronika asked about the difference between common names and scientific names. Common names are the everyday names we use, often based on folk stories or misunderstandings. For example, a guinea pig is not actually a pig, nor is it from Guinea; it’s a small rodent from South America. This is why scientists use scientific names, which are consistent and clear across different languages and regions.
Skyen highlighted the importance of museums in helping us understand our world. Museums inspire us to appreciate the diversity of life, from rocks and plants to animals and people. They remind us that life on Earth is temporary and encourage us to value the biological and technological advancements that have shaped our existence.
Brittany Hardy wanted to know how to approach a museum for research purposes. The best way is to visit the museum’s website, find the staff directory, and contact the collection manager of the relevant department. For example, if you’re studying bats, reach out to the collections manager of zoology or mammalogy. These managers handle specimen loans and facilitate research visits.
Arne Asada asked a playful question about unusual creatures, wondering if they had extra heads or limbs, or even fire-breathing abilities. While these creatures might not exist, it’s fun to imagine the possibilities!
Nick Ulivieri suggested exploring the natural history of food. This could include how our diets have evolved with new technologies, the trade of food, and even conflicts over it. Food history is a rich and intriguing topic that connects us to our past and future.
Ronan Hart shared some valuable advice: focus on math, as it’s useful for understanding complex ideas. He also mentioned the importance of reading, attending classes, and spending time with family. And remember, it’s not a good idea to eat lunch in the bathroom—it’s not sanitary!
The Field Museum and its collections offer endless opportunities for learning and inspiration. Whether you’re interested in science, history, or just curious about the world, there’s always something new to discover. Keep exploring and let your curiosity guide you!
Explore the antler room virtually or through images and try to identify different types of antlers. Use a guide to match common names with scientific names. This will help you understand the importance of scientific naming conventions.
Imagine you are a curator at the Field Museum. Design a small exhibit about an animal of your choice. Include both common and scientific names, and explain why museums are important for learning about biodiversity.
Choose a topic you are interested in, such as bats or dolphins. Research how to contact a museum for information or a virtual tour. Write a mock email to a collection manager asking about their specimens and how they can help with your research.
Let your imagination run wild and create a mythical creature. Describe its features, habitat, and any special abilities. Discuss why it’s important to distinguish between myths and scientific facts.
Investigate the natural history of a food item you enjoy. Create a timeline showing how it has evolved over time, including any technological advancements that have influenced its production or trade.
Here’s a sanitized version of the transcript:
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We’re in the antler room, part of the Mammal Division here at the Field Museum, and there are lots of antlers. And also some things that don’t have antlers, like horses.
Henry Trochez asks: I met a four-year-old fan whose father told me that she loved watching The Brain Scoop, especially the wolf dissection videos. When I asked her if watching The Brain Scoop made her want to be a scientist when she grew up, she said, “yeah!” And that she also wanted to be a dolphin trainer, a mommy, and the president.
Veronika asks: Who comes up with those common names versus the scientific names? Just to clarify, I think by “common name” you mean the everyday name. Common names often come from folk etymology. For example, a guinea pig is a small rodent more closely related to capybaras than pigs, and it’s not from Guinea; it’s from South America. This can lead to a lot of confusion, which is why scientists and the scientific community refer to the scientific name for clarity across different languages.
Skyen asks: Ultimately and idealistically, museums offer a better understanding of our world and hopefully inspire a deeper appreciation for all the rocks, plants, animals, and people within it. The world has not and will not exist forever. Species have risen and fallen over millions of years. We have a limited time here alive on this planet, and how we choose to show appreciation for all the biological and technological advancements that have brought us here can be informed by how much we contextualize ourselves within something much greater than the individual.
Panda-Escapades asks: I’d say you two should start spending more time together. Don’t wait for the museum to make the first move. Maybe go out a couple of times: dinner and a movie… see where it goes!
Brittany Hardy asks: For example, I am doing a research project on bats and want to know what it would take to approach a museum to look at specimens. This answer is practical: I would check out that museum’s website, go to the staff directory, and find out who the collection manager is for the department in which you want to do research. If you’re studying bats, find out who the collections manager of zoology or mammalogy is and then contact them. Collections managers are responsible for processing loans, meaning they loan out specimens to other researchers, universities, and museums, and they also accept loans for the same purpose. They facilitate researchers coming to the collections and studying, so that’s where you come in.
Arne Asada asks: Probably not. Did he have two heads? Extra limbs? Was he particularly aerodynamic? Did he have fire-breathing abilities? If not, then I probably don’t want him.
Nick Ulivieri asks: The natural history of food! It could discuss how our diets have changed as we’ve developed new technologies and different ways to prepare our food. It could explore the trade of food and how people have fought over it. I don’t really know. I was just kind of hungry when I started writing this.
Ronan Hart asks: I probably would have told myself to take more math, because I think it’s really useful when trying to understand things in an intangible or ambiguous context. I also would have told myself that I really did not look good with pink hair. And that prom doesn’t matter. I should have read more books, gone to class more often, and eaten dinner with my family every night. Don’t make distracting noises in A.P. History. Don’t eat your lunch in the bathroom. If you’re one of those kids that eats lunch in the bathroom, just stop. It’s not sanitary.
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This version removes any inappropriate or informal language while retaining the original meaning and context.
Antlers – Extensions of bone found on the heads of some mammals, typically used for defense and attracting mates. – The antlers of a male deer are shed and regrown each year as part of its natural cycle.
Mammals – A class of warm-blooded animals with hair or fur, most of which give birth to live young and produce milk to feed them. – Humans, whales, and elephants are all examples of mammals.
Scientists – Individuals who conduct research and experiments to understand the natural world. – Scientists have discovered new species of insects in the Amazon rainforest.
Names – Labels or terms used to identify and classify organisms in biology. – The scientific names of organisms are often in Latin and consist of two parts: the genus and species.
Museums – Institutions that collect, preserve, and display objects of scientific, artistic, or historical importance. – Natural history museums often have exhibits on dinosaurs and ancient fossils.
Research – The systematic investigation and study of materials and sources to establish facts and reach new conclusions. – Research on climate change helps scientists understand its impact on global ecosystems.
Diversity – The variety and variability of life forms within a given ecosystem, region, or the entire planet. – Biodiversity in the rainforest is crucial for maintaining ecological balance.
Biology – The scientific study of life and living organisms, including their structure, function, growth, and evolution. – In biology class, students learn about the different systems of the human body.
Technology – The application of scientific knowledge for practical purposes, especially in industry and research. – Advances in technology have allowed scientists to sequence the human genome more efficiently.
Food – Any nutritious substance that organisms consume to maintain life and growth. – Plants produce their own food through the process of photosynthesis.
