Museum Guided Visits

4 This traditional approach involves guiding visitors through different displays (Fig. 1) that present minerals from different localities from the province of Québec, the rest of Canada and from around the world. This locality-based classification is used to present the mineral samples so that visitors can relate minerals to a location they know or are familiar with (e.g. where a relative lives). However, this method does not work as intended, as we almost never get questions or comments on locality. Although this is not a serious problem, the desired effect is not being achieved, so our classification of minerals will have to be revised in the future. We are seeking to present minerals to visitors using their esthetic values, historical aspects and/or uses.

Display large image of Figure 1

5 An effort is being made to link with school programs (geometry, physics, natural history, literature, history, etc). As an example, quartz from ‘Cap Diamant’ in Québec City is used to explain the (obviously now outdated) expression ‘false as a Canadian diamond’ by recounting historical anecdotes such as Jacques Cartier’s discovery of Québec, at which time he mis-took quartz for diamond. Graphite is used to explain how pencils are made and also to explain the origin of the ‘lead pencil’ name. A large stromatolite sample (Fig. 2) is used to introduce a discussion about blue-green algae, now a Canadian environmental problem. Stromatolites are also used to explain the first production of breathable oxygen and some notions about the origin of life. Moreover, we use stromatolites to discuss the science fiction literature genre, and speculate on the possibility of sending cyanobacteria to another planet to make it habitable.

6 Most mineral exhibits are presented in a traditional manner, i.e. with labels on individual mineral samples bearing information such as the mineral name, chemical composition, date of discovery, location, and donor’s name. We believe we have reached a plateau using this type of presentation, because visitor interest saturates after 45 to 60 minutes of mineral description, history and uses. We also believe that simply showing more minerals will not get the general public more interested, no matter how spectacular the mineral samples. Therefore, a new type of presentation based on dioramas is now being designed. One display will be devoted to global extinctions, relating fossils and past climates. The other display will present common objects such as the pencil. Hematite in the eraser and clay and graphite in the pencil core will be shown, along with a description of how pencils are made. A section will focus on the history of pencils (use of lead, first graphite holder, etc.; Petroski 2003). A small section will address the differences between the mineral graphite and graphite in sports equipment (hockey sticks, golf clubs, etc.).

Display large image of Figure 2

Stories

7 The eight-year-old to early teenage group is introduced to minerals by telling them a story about minerals and their uses; the hero of the story, named ‘Petro Graf’, is trained by a character named ‘G.O. Logue’. The story lasts about an hour and the adventure takes place approximately in the eighteenth century. In the first story, the hero comes from Europe to Canada to meet some coureurs des bois and “Indians”. In the second story, he goes to Iceland and learns about volcanic rocks. Historical geological knowledge is taken from Agricola’s De Re Metallica (1556). The heroes get themselves out of trouble by using their knowledge of minerals. As an example, when burglars ask for money, they give them pyrite which the burglars mistake for gold, and when fire is needed, they produce sparks by striking pyrite and quartz together (this produces a nice and safe pyrotechnical effect in the dark classroom). Petro Graf stories are currently being written as novels.

“Ze big show”

8 The teenage group is the most difficult group to impress with stories or other presentations. To get them interested, we have developed popular activities such as melting a rock, water tasting and playing with densities. For the first activity, rock powder and flux are melted in a furnace and poured in the dark, behind a window for security purposes. The effect on the group is clear and their attention is very focused. The presentation allows us to explain volcanoes and lava, glass making, pyro-analysis techniques, etc. The other activity involves tasting bottled water from two different sources: Vichy Célestins water, which has a very high salt concentration (3350ppm), is tasted after a soft water such as Dasani (25-35ppm). Then, water conductivity is measured and discussed in relation to taste. During the final activity, the students weigh in their hand a small lead ingot (wrapped in plastic for health reasons) and compare it to a low-density material such as wood. Moreover, because the density of lead is comparable to gold, we discuss movies where robbers carry a large quantity of gold ingots as if they were made of wood or foam. These activities get their attention, so that they become more receptive to further information about the ‘best profession in the world’: geologist!

Talks and Presentations

9 Many schools and groups will ask for information on subjects such as volcanoes, meteorites, natural catastrophes and the geological professions. Members of our group, who have the best knowledge of the subject requested, will generally make the presentation, which, in most cases, takes the form of a computer-aided slide show.

Mineralogical Club and Shows

10 The Earth Science Department at UQAC sponsors the local mineralogical club (Club de minéralogie du Saguenay Lac Saint-Jean [http://miner-aux.uqac.ca/club_mineralo_08/index_cm.html]) and hosts their activities. Often, geology department personnel will present talks on their field of expertise (paleontology, volcanology, geochemistry, mineralogy, etc.). This provides our geology department with volunteers for science popularization activities, and prompts members of the club to bring back samples from unknown localities. In return, we provide help with mineral identification and a room with appropriate samples for learning. Every two years, we present a gem and mineral show at the university. Approximately 3000 visitors come to the show during the weekend, which is good attendance for a city of 150 000. In contrast to similar shows, the UQAC gem and mineral show features special booths where geology, mining and local mineral-related industries are discussed. Typically, the show is planned around a specific theme accompanied by spectacular displays of, for example, gold, diamonds, or meteorites.

Publications

11 Presently, there are only two sources of information available from the Petit musée: our website and a mineral identification book. Some of the museum samples are presented on the Internet [http://mineraux.uqac.ca] along with a list of science-fair projects that can be undertaken by students. The book (Bédard et al. 2008) is a minerals field guide that uses samples displayed in the ‘Petit musée’. Minerals are classified with an identification key. The book is divided into two sections based on mineral lustre. To identify a mineral, the reader must decide whether the mineral is metallic or non-metallic. We decided that it would not be productive to further divide non-metallic lustre into pearly, adamantine, etc. because this would not be practical or easily grasped by the neophyte. Then, within each section, minerals are classified with increasing hardness. From experience, we believe this is the easiest way to teach mineral identification to the neophyte. The book also has a section on meteorites because we get so many questions from members of the public who believe they have found a meteorite. Finally, there is a short section on geology as a profession.