Lukas Rieppel shows how dinosaurs gripped the popular imagination and became emblems of America’s industrial power and economic prosperity during the Gilded Age. Spectacular fossils were displayed in museums financed by North America’s wealthiest tycoons, to cement their reputation as both benefactors of science and fierce capitalists.
In early July 1899, an excavation team of paleontologists sponsored by Andrew Carnegie discovered the fossil remains in Wyoming of what was then the longest and largest dinosaur on record. Named after its benefactor, the Diplodocus carnegii—or Dippy, as it’s known today—was shipped to Pittsburgh and later mounted and unveiled at the Carnegie Museum of Natural History in 1907. Carnegie’s pursuit of dinosaurs in the American West and the ensuing dinomania of the late nineteenth century coincided with his broader political ambitions to establish a lasting world peace and avoid further international conflict. An ardent philanthropist and patriot, Carnegie gifted his first plaster cast of Dippy to the British Museum at the behest of King Edward VII in 1902, an impulsive diplomatic gesture that would result in the donation of at least seven reproductions to museums across Europe and Latin America over the next decade, in England, Germany, France, Austria, Italy, Russia, Argentina, and Spain. In this largely untold history, Ilja Nieuwland explores the influence of Andrew Carnegie’s prized skeleton on European culture through the dissemination, reception, and agency of his plaster casts, revealing much about the social, political, cultural, and scientific context of the early twentieth century.
When the term 'dinosaur' was coined in 1842, it referred to fragmentary British fossils. In subsequent decades, American discoveries—including Brontosaurus and Triceratops—proved that these so-called 'terrible lizards' were in fact hardly lizards at all. By the 1910s 'dinosaur' was a household word. Reimagining Dinosaurs in Late Victorian and Edwardian Literature approaches the hitherto unexplored fiction and popular journalism that made this scientific term a meaningful one to huge transatlantic readerships. Unlike previous scholars, who have focused on displays in American museums, Richard Fallon argues that literature was critical in turning these extinct creatures into cultural icons. Popular authors skilfully related dinosaurs to wider concerns about empire, progress, and faith; some of the most prominent, like Arthur Conan Doyle and Henry Neville Hutchinson, also disparaged elite scientists, undermining distinctions between scientific and imaginative writing. The rise of the dinosaurs thus accompanied fascinating transatlantic controversies about scientific authority.
Children, adults, and scientists alike are fascinated by dinosaurs. However, nearly all discussions of dinosaurs in museums and textbooks assume a distant evolutionary beginning to the earth. How can Christians reconcile apparent scientific consensus with the biblical creation story? Donald DeYoung demonstrates that evolution is not the only explanation for the existence and death of dinosaurs. He uses a question-and-answer format, supplemented by tables and figures, to offer the creationist explanation. The fifty questions include: - What was the diet of dinosaurs? - What happened to dinosaurs in the creation view? - Did dinosaurs evolve into birds? Appropriate for more advanced students, this book is a useful reference for home school and Sunday school teachers, parents, and anyone interested in dinosaurs.
An investigation of the work and workers in fossil preparation labs reveals the often unacknowledged creativity and problem-solving on which scientists rely. Those awe-inspiring dinosaur skeletons on display in museums do not spring fully assembled from the earth. Technicians known as preparators have painstakingly removed the fossils from rock, repaired broken bones, and reconstructed missing pieces to create them. These specimens are foundational evidence for paleontologists, and yet the work and workers in fossil preparation labs go largely unacknowledged in publications and specimen records. In this book, Caitlin Wylie investigates the skilled labor of fossil preparators and argues for a new model of science that includes all research work and workers. Drawing on ethnographic observations and interviews, Wylie shows that the everyday work of fossil preparation requires creativity, problem-solving, and craft. She finds that preparators privilege their own skills over technology and that scientists prefer to rely on these trusted technicians rather than new technologies. Wylie examines how fossil preparators decide what fossils, and therefore dinosaurs, look like; how labor relations between interdependent yet hierarchically unequal collaborators influence scientific practice; how some museums display preparators at work behind glass, as if they were another exhibit; and how these workers learn their skills without formal training or scientific credentials. The work of preparing specimens is a crucial component of scientific research, although it leaves few written traces. Wylie argues that the paleontology research community's social structure demonstrates how other sciences might incorporate non-scientists into research work, empowering and educating both scientists and nonscientists.
This textbook introduces research on dinosaurs by describing the science behind how we know what we know about dinosaurs. A wide range of topics is covered, from fossils and taphonomy to dinosaur physiology, evolution, and extinction. In addition, sedimentology, paleo-tectonics, and non-dinosaurian Mesozoic life are discussed. There is a special opportunity to capitalize on the enthusiasm for dinosaurs that students bring to classrooms to foster a deeper engagement in all sciences. Students are encouraged to synthesize information, employ critical thinking, construct hypotheses, devise methods to test these hypotheses, and come to new defensible conclusions, just as paleontologists do. Key Features Clear and easy to read dinosaur text with well-defined terminology Over 600 images and diagrams to illustrate concepts and aid learning Reading objectives for each chapter section to guide conceptual learning and encourage active reading Companion website (teachingdinosaurs.com) that includes supporting materials such as in-class activities, question banks, lists of suggested specimens, and more to encourage student participation and active learning Ending each chapter with a specific "What We Don’t Know" section to encourage student curiosity Related Titles Singer, R. Encyclopedia of Paleontology (ISBN 978-1-884964-96-1) Fiorillo, A. R. Alaska Dinosaurs: An Ancient Arctic World (ISBN 978-1-138-06087-6) Caldwell, M. W. The Origin of Snakes: Morphology and the Fossil Record (ISBN 978-1-4822-5134-0)
The untold story of the rise of the new scientific field of ancient DNA research, and how Jurassic Park and popular media influenced its development Ancient DNA research—the recovery of genetic material from long-dead organisms—is a discipline that developed from science fiction into a reality between the 1980s and today. Drawing on scientific, historical, and archival material, as well as original interviews with more than fifty researchers worldwide, Elizabeth Jones explores the field’s formation and explains its relationship with the media by examining its close connection to de-extinction, the science and technology of resurrecting extinct species. She reveals how the search for DNA from fossils flourished under the influence of intense press and public interest, particularly as this new line of research coincided with the book and movie Jurassic Park. Ancient DNA is the first account to trace the historical and sociological interplay between science and celebrity in the rise of this new research field. In the process, Jones argues that ancient DNA research is more than a public-facing science: it is a celebrity science.
Where the Paluxy River now winds through the North Texas Hill Country, the great lizards of prehistory once roamed, leaving their impressive footprints deep in the limy sludge of what would become the earth’s Cretaceous layer. It wouldn’t be until a summer day in1909, however, when young George Adams went splashing along the creekbed, that chance and shifting sediments would reveal these stony traces of an ancient past. Young Adams’s first discovery of dinosaur tracks in the Paluxy River Valley, near the small community of Glen Rose, Texas, came more than one hundred million years after the reign of the dinosaurs. During this prehistoric era, herds of lumbering “sauropods” and tri-toed, carnivorous “theropods” made their way along what was then an ancient “dinosaur highway.” Today, their long-ago footsteps are immortalized in the limestone of the riverbed, arousing the curiosity of picnickers and paleontologists alike. Indeed, nearly a century after their first discovery, the “stony oddities” of Somervell County continue to draw Saturday-afternoon tourists, renowned scholars, and dinosaur enthusiasts from across the nation and around the globe. In her careful, and colorful, history of Dinosaur Valley State Park, Jasinski deftly interweaves millennia of geological time with local legend, old photographs, and quirky anecdotes of the people who have called the valley home. Beginning with the valley’s “first visitors”—the dinosaurs—Jasinski traces the area’s history through to the decades of the twentieth century, when new track sites continued to be discovered, and visitors and locals continued to leave their own material imprint upon the changing landscape. The book reaches its culmination in the account of the hard-won battle fought by Somervell residents and officials during the latter decades of the century to secure Dinosaur Valley’s preservation as a state park.
Teaching Primary Science Constructively helps readers to create effective science learning experiences for primary students by using a constructivist approach to learning. This best-selling text explains the principles of constructivism and their implications for learning and teaching, and discusses core strategies for developing science understanding and science inquiry processes and skills. Chapters also provide research-based ideas for implementing a constructivist approach within a number of content strands. Throughout there are strong links to the key ideas, themes and terminology of the revised Australian Curriculum: Science. This sixth edition includes a new introductory chapter addressing readers' preconceptions and concerns about teaching primary science.