My visit to the houston museum of natural science was an opportunity to discover and experience the wonders of science and nature. The spectacular exhibits from all over the world offers a remarkable insight, from the era of dinosaurs to the era of space exploration. When entering the museum, one learns important concepts that derive from geology, chemistry, physics and history. We saw all the exhibitions of the dinosaurs from the era paleozoic ages 145 165 million years ago to recent. The tyrannosaurus rex was the largest carnivorous and confined to late cretaceous animals of north america. There are amazing graphs that explain in detail the origin, ages and name of each animal.

The mazon creek area is known for one of the rare fossil localities in the world in which soft bodies have been preserved of plants and animals. Second, we went to the energy hall, where i learned that in the oceans energy laden microorganism mixed with river bone sediments and the mixture of mud, sand and organic remains settled in the sediment basils, created thousands of feet of sediment over millions of years, therefore energy rich sediment began their transformation into oil and gas. There was also a geology exhibition, in which one can learn the major events of evolution of the earth and life. Such as the formation of pangea 280 million years ago and breakage of the continents.

There was also a chemistry room where one can learn the states of matter and review the periodic table. Later we went to the butterfly center and watch many butterflies flying and others remaining silently in their leaves the following narrative from 2004 recounts the experience i had with three of my kids at our local art museum. I included this account in my end of the year assessment for our ohio homeschool portfolio requirement. This is the kind of writing that you can do as a mother to help you stay in touch with all the ways your children are learning. It helps you to see that they are making connections and are expressing those relationships. When we write those comments down, we don't forget them as easily. one thing i love about cincinnati is that the art museum isn't that far away.

We made our way into the greek and egyptian displays and caitrin noticed that they had rearranged them. She went on to point out which of the vases she liked best compared to last time. We moved on and went into an exhibit that was put up by proctor and gamble all cincinnati art. They started reminiscing about the pieces they had loved the last time we'd been there. Later we found an entire exhibit devoted to frank duveneck cincinnati native and were thrilled to see all his paintings together.

We made our way upstairs to see the monets that are on loan from paris and were blown away by the size and colors. Caitrin immediately told me the story of why this particular bridge at giverny was so hard to see close up because monet lost his eyesight as he got older and he would make paintings that were less and less realistic as a result. She pointed out how much the bridge showed up if we were at the back of the room compared to up close when we could see each swirl of the brush. Liam reminded me of the linnea in monet's garden book we had read and jacob remembered the movie.

We were amazed that the cathedral at rouen was so dull close up and so vibrant at a distance. We walked into the modern art exhibit and all agreed again that we don't like modern art, except that i really like mark rothko. Rothko asserts that he isn't interested in form, line or color but in creating emotions.

He says that he knows he communicates because when people look at his work, many report that they cry. Jacob, who couldn't remember who rothko was when i spoke of him last week, was eager to see our cincinnati rothko. Jacob asked, will some of these painters be in italy when we go next summer? we discussed the benefits of great art being dispersed throughout the world rather than collected all in one town. We talked about why the italian artwork was so much more dramatic than the british in the room next door.

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We shuddered in front of a boyish, rosy cheeked david holding the recently severed head of a bloody goliath. We ended up in front of a painting that showed a woman deranged with a pale face, flowers dripping down her white gown, restrained by a man in a renaissance costume. Apparently this artist had wanted to make a series of shakespeare paintings to display together in england, but the project failed and the pieces he painted have been bought by a variety of art connoisseurs. This painting is the first to have been purchased for the cincinnati art museum and its purchase preceded the museum's construction by about five years. Science as narrative: the story of the discovery of penicillin jonathan osborne, king’s college london department of education, university of nicosia 46 makedonitissas ave. Cyprus

science as narrative: the story of the discovery of penicillin

this theoretical paper explores the use of narrative as a captivating vehicle for representing and communicating scientific information.

It does so with the use of a narrative based exhibit found at the alexander fleming museum in london. Built upon theoretical underpinnings that point to the value of narrative for learning, we examine the necessary components, if any, of narrative alongside with excerpts and images from the exhibit describing the discovery of penicillin. We wander through this specific example about what it would mean to narrativize science. Penicillin, nobel lecture, december 11, 1945: i am going to tell you about the early days of penicillin, for this is the part of the penicillin story which earned me a nobel award….the origin of penicillin was the contamination of a culture plate of staphylococci by a mould.

It was noticed that for some distance around the mould colony the staphylococcal colonies had become and seemed to demand investigation, so the mould was isolated in pure culture and some of its properties were determined…the mould was found to belong to the genus penicillium. Having got the mould in pure culture i planted it on another culture plate and after it had grown at room temperature for 4 or 5 days i streaked different microbes radially across the plate. Some of them grew right up to the mould others were inhibited for a distance of several centimeters. This showed that the mould produced an antibacterial substance which affected some microbes and not others… alexander fleming, 1945 the story captured in the above nobel lecture extract is at the core of alexander fleming museum in london. What is of interest to us, besides the content of the story, is the use of narrative as a captivating vehicle for representing and communicating scientific information and is the focus of this paper.