Amgueddfa Blog

Tynnais y llun hwn ym mis Mehefin 2011, dan y ddaear ym mhwll glo Aberpergwm ger Resolfen. Yn y llun mae tri o lowyr oedd yn dangos y gweithfeydd i mi. Y fenyw yn y canol, Katherine Voyle, oedd daearegydd y pwll. Ei gwaith hi oedd astudio’r wythïen lo a phenderfynu pa gyfeiriad i ddatblygu’r pwll er mwyn gallu cloddio mwy.

Es draw i’r pwll glo i recordio cyfweliad fideo gyda Katherine am ei bywyd a sut y daeth i wneud y swydd hon. Rhan o fy ngwaith yw casglu hanesion pobl ‘go iawn’ er mwyn i genedlaethau’r dyfodol gael darlun cywir o fywyd yr oes hon. Gofynnais iddi a oedd yn deimlad rhyfedd bod yr unig fenyw ymysg 300 o ddynion. Dywedodd ei bod yn od i ddechrau ond ei bod wedi dod i arfer â’r peth yn ddigon buan. Roedd y dynion yn ei derbyn hi fel ‘un o’r bechgyn’ nawr, yn enwedig pan oedd hi’n gwisgo oferôls, ond roedden nhw’n cael sioc o’i gweld wedi newid yn ôl i’w ‘dillad swyddfa’!

Mwynglawdd drifft yw Aberpergwm – hynny yw, mae’n torri i ochr dyffryn yn hytrach nag i lawr mewn siafft ddofn. Mewn gwirionedd, roedd y pwll glo’n gostwng yn serth wrth i ni gerdded dros filltir i’r ffas lo. Yno, roedd peiriant enfawr yn brysur yn torri, a’r sŵn yn fyddarol. Ar ôl fy nhaith ac ar ôl cynnal cyfweliad fe gerddon ni fyny’n ôl i’r heulwen. Er nad oeddwn wedi gwneud unrhyw waith corfforol, roedd fy nghoesau’n brifo ar ôl cerdded i mewn ac allan!

Dywedodd Katherine, sydd o Abertawe, ei bod wedi gweithio ar lwyfannau olew ym Môr y Gogledd ac yn yr Iseldiroedd cyn dod i Aberpergwm. Yr amgylchedd a byd natur oedd ei phrif ddiléit, ac roedd yn gweithio ar greu llwybr natur ar y tir uwchben y pwll glo.

DOLENNI I WYBODAETH BELLACH

Erthygl gan Ceri Thompson, Curiadur (Glo) am Katherine Voyle ar gyfer cylchgrawn Glo:

https://museum.wales/media/24679/GLO-Magazine-2012-web.pdf

 

Annwyl Gyfeillion y Gwanwyn,

Rwyf eisiau dweud diolch o galon am eich holl waith ar yr Arolwg Bylbiau Gwanwyn i Ysgolion. Wnes i fwynhau'r project eleni, yn enwedig y sylwadau gafodd eu rhannu efo'r data. Mae rhai o’ch sylwadau wedi eu hatodi ar ddiwedd y blog hwn.

Caeodd ysgolion yn gynnar eleni, ac rwy’n dallt fod hyn yn newid mawr i bawb. Rwy’n dallt ei bod wedi bod yn amhosib i rai ohonoch rannu eich data ar y wefan cyn i’ch ysgol gau. Rwyf wedi bod yn gweithio o gartref hefyd, caeodd yr Amgueddfa rwy’n gweithio iddi yr un wythnos â’r rhan fwyaf o ysgolion. Rwyf wedi bod yn meddwl amdanoch chi i gyd dros y cyfnod hwn.

Rwyf am barhau i sgwennu am y project ar y blog hwn ac ar Twitter. Yn yr wythnosau i ddod rwyf am edrych ar adnoddau a gweithgareddau fedrwch chi eu gwneud o gartref. Wythnos yma rwyf am awgrymu’ch bod chi'n creu llun o gennin Pedr a chrocws a dysgu sut i labelu gwahanol rannau o’r planhigion. Os ydych wedi gwneud y gweithgaredd yma o’r blaen, beth am ddarlunio planhigyn gwahanol y tro yma? Mae Ysgol St Mungo wedi rhannu lluniau o’r gwaith maen nhw wedi’i wneud o gartref, rwyf wedi atodi'r rhain ar y dde.

Mae adnoddau ar gael ar wefan Bylbiau Gwanwyn i Ysgolion. Rwyf wedi atodi amlinelliad o gennin Pedr a chrocws y medrwch chi liwio a labelu. Rwyf hefyd wedi atodi adnodd i greu llyfryn origami am fywyd bwlb. Os fedrwch chi, plîs rhannwch eich gwaith efo’ch athro neu efo Athro’r Ardd ar Twitter (@Professor_Plant).

Mae 'na hefyd lawer o adnoddau dysgu ar wefan Amgueddfa Cymru. Gallwch ddewis rhwng themâu gwahanol, o’r Rhufeiniaid a’r Celtiaid i gelf a deinosoriaid. I’w darganfod nhw, ewch i wefan addysg Amgueddfa Cymru. Bydd y dudalen hon yn dangos rhestr o’r saith Amgueddfa. Dewiswch Amgueddfa o’r rhestr, ac wedyn dewiswch ‘adnoddau’. Bydd y dudalen yn dangos adnoddau gwahanol yn dibynnu ar ba Amgueddfa wnaethoch chi ddewis.

Cafodd rhai ysgolion gyfle i fynd â’u planhigion adre efo nhw. Nid oedd hyn yn bosib i bawb oherwydd fod yr ysgolion wedi cau mor sydyn. Plîs peidiwch â phoeni am eich planhigion, fe fyddan nhw’n iawn.

Diolch eto am yr holl waith caled rydych wedi’i wneud ar yr arolwg hwn. Cofiwch wylio'r blog am ddiweddariadau Cyfeillion y Gwanwyn.

Athro’r Ardd

Eich sylwadau:

Sylwadau am ysgolion yn cau:

YGG Tonyrefail: Diolch am y prosiect eleni. Thank you for the project this year. Stay safe and well in the coming weeks. Professor Plant: Diolch, I hope you will take part again next year.
Hudson Road Primary School: This is the last reading we are able to send. We have loved taking part in the Bulb project. Professor Plant: Thank you for sharing your data Bulb Buddies.
St Julian's Primary School: We all took our daffodil pots home today on our last day at school for a while. Thank you for letting us take part once again. Professor Plant: I’m glad you were able to take your plants home and hope you will take part again.
Gavinburn Primary School: Our school closed on the 20th March and only 3 flowers had appeared from our daffodils planted in the ground. Professor Plant: Thank you for the update Bulb Buddies, it’s helpful for us to know that plants hadn’t yet flowered.
Dalbeattie Primary School: School is now closed but we are trying to keep records best that we can although they may not be as accurate. Professor Plant: Thank you Bulb Buddies, great work.
Henllys CIW Primary: All the flowers opened except mine and a spare one . Everyone's opened over the same weekends too. There was another spare one that opened so I took that one home instead. Professor Plant: I’m sorry that your plant didn't flower but am glad that there was a spare one for you to take home. Thank you for all of your work on the project.
Arkholme Primary School: This is the last day we are in school before it closes. Some of the flowers were broken in the strong winds and will not flower. Our teacher is going to check the bulbs when he is in school. Professor Plant: I’m sorry to hear the wind damaged your plants. Thank you for taking the time to update me on your last day in school and for all of the work you’ve done for the project.
Arkholme Primary School: The mystery bulbs are just beginning to bud. The sunniest week so far this year. The crocus flowers have started to open out in the sunshine. This is the last day to look at the bulbs as school is closing for the virus. Professor Plant: Thank you for this final update and for checking on the plants for as long as you could. You paint a lovely picture of your school garden.
Stanford in the Vale Primary School: Hi, This will be my last time submitting the weather data! After 3 years on doing it has finally come to an end! It has been fairly cold this week with not much rain! We won't be submitting it next week because school is closed! Thank you for the last time! Riley. Professor Plant: Dear Riley, thank you so much for the work that you have done for the project over the years. I’ve enjoyed reading your regular up-dates and wish you all the best. Remember to keep following the Blog for links to resources and to the end of project report.
St. Robert's Catholic Primary: This is our last week of weather results as our school closes today. Professor Plant: Thank you for updating me Bulb Buddies, and thank you for all of the great work you’ve done.
Darran Park Primary: Our weather has been a bit dryer this week. Unfortunately our class attendance has dropped continuously throughout the week and these children have not been able to check their plants. We have done this as best we could. Thank you for enabling us to do this project, we do hope that we will be able to do this again. Professor Plant: Thank you for taking part in the project and for updating me. I’m glad you have enjoyed the project and hope that you will take part again.
Sanquhar Primary School: Bulb pots taken home by the children left in school. Professor Plant: Fantastic, thank you.
Ysgol Bro Pedr: Take care of yourselves! Professor Plant: Thank you, and you Bulb Buddies.
St Fergus' Primary School: Our flowers are not far away from opening, the tops are very yellow but no flowers yet. Our school is now closed due to the Corona virus. Professor Plant: Good observational skills and description Bulb Buddies. Thank you for updating me, it’s very helpful to know that some plants hadn’t flowered when schools closed.

Sylwadau am eich planhigion:

Dalbeattie Primary School: Only green leaves- no flower formed - this is like several of our crocus bulbs. Professor Plant: I’m sorry to hear that not all of your plants flowered Bulb Buddies, this sometimes happens. I’m glad that the other bulbs flowered for you to enjoy.
St Fergus' Primary School: We have one crocus fully opened, a beautiful purple one, some more are just about to open. Professor Plant: Fantastic Bulb Buddies.
Carnbroe Primary School: 2020-03-05. The crocuses bloomed early March.We are still waiting on the other bulbs to flower. Professor Plant: Thank you for entering your data Bulb Buddies.
Sanquhar Primary School: We found our bulb bed had been burrowed into. We have replaced the bulbs. None of our bulbs in pots are showing anything yet. We have moved them to a sunnier position. Professor Plant: Thank you for the update Bulb Buddies. Do you have any ideas what might have been burrowing into your flower bed?!
Bryncoch CiW Primary School: I noticed a caterpillar on my daffodil. Professor Plant: Fantastic Bulb Buddies, do you know what type of caterpillar it was?

Llanedeyrn Primary School: I was shocked on how tall it had grown. Professor Plant: They do grow surprisingly tall!
Bursar Primary Academy: 3 of the planted crocus' never flowered. Numbers 1, 15 and 30. We believe this is because these were sheltered from sunlight and rainfall. The Crocus' opened between 24/02/2020 and 05/03/2020. The heights range from 31mm to 98mm. Professor Plant: Well done for thinking about why some plants might flower and others not. This can also be why some plants flower earlier than others.
Litchard Primary School: It shows the difference in temperature when we brought the crocus inside it opened within 10-15 minutes. Professor Plant: This is an interesting experiment to do, bringing one inside while the others are outside and comparing the flowering date.
Hudson Road Primary School: There were two flowers that had opened when I measured them they were both 90 mm tall. Professor Plant: Fantastic work Bulb Buddy!
Drummore Primary School: It is a small plant but its a step closer saving the world. Professor Plant: They are very small and delicate, but can teach us a lot about the natural world.  
Drummore Primary School: They take a long time to grow. Professor Plant: They do, and you’ve been very patient caring for it since October.

Sylwadau am gofnodi data:

Our Lady of Peace Primary School: We are happy to send in data again. Professor Plant: Thank you for sharing your data Bulb Buddies.
Our Lady of Peace Primary School:  Sorry we missed out a few weeks and a couple of days. As we said we are super sorry. Professor Plant: That can’t be helped, thank you for letting me know and for inputting the data you can.
Saint Anthony's Primary School: It was really exiting to check the temperature and rainfall. Professor Plant: I’m glad you’ve enjoyed the project Bulb buddies, thank you for all the work you’ve done.

 

As humans transport goods all over the planet we also unintentionally transport animals and plants to places that they do not belong. We call these animals and plants non-native or alien species. If conditions are right for the non-native species they can become established and outcompete our own native species for food and habitat. This is when they are called invasive species and could have a negative impact on our native species sharing the same habitat. This is bad news considering all the other pressures on our wildlife.

 

How do they travel such great distances?

One of the major transporters of marine non-native species are the large goods ships that travel from one side of the planet to the other, taking on ballast water in various ports and ejecting the water at their destination. Ballast water aids the huge ships to balance. At ports, as containers are removed from the ship, ballast water is taken on to keep the whole vessel evenly balanced. The problem is that the water in ports often contains tiny floating animals that are the offspring (or larvae) of mussels, crabs, clams and other invertebrates. These larvae get sucked into the ballast tanks and survive onboard until ejected at the destination port, which is sometimes on the other side of the planet. These animals would not normally have reached these far off destinations naturally. 

 

Aquariums and aquaculture, or the farming of aquatic plants and animals, are another two major contributors towards the invasive non-native species spread. Shellfish farms import juveniles to grow and breed from but these can often escape captivity or have other species attached to them. The Manila clam (Tapes philippinarum) from the Indo-Pacific region was introduced for farming in the south of England in 1989, but has since escaped! Of all mollusc farming in the world, the Manila clam makes up an astounding 25% and this is because the species can grow quickly and reproduce in great numbers. It is also very hardy and has started to spread in the south of England and is breeding with one of our own native species. To learn more about Invasive Non-Native Species (INNS) in Wales check out the Wales Biodiversity Partnership INNS pages.

A third, less well-known method of transportation of non-native species is by rafting – or attaching to floating items. Numerous bivalves (eg. mussels, cockles, oysters) have crossed the Atlantic Ocean attached to bait buckets, buoys, crates and other sturdy plastic items. They wash ashore usually after particularly violent storms and are then stranded with the rest of the marine litter.  We call these bivalves ‘rafting bivalves’. They attach to their ‘raft’ using byssus threads or cement, depending on the kind of bivalve. Byssus threads are produced by a special gland in the foot of the animal to allow the shell to anchor onto hard surfaces such as rocks. You may have seen this with mussels on our rocky shores. Oysters and other similar bivalves use a special cement to glue themselves onto hard surfaces and so they are also able to attach to the plastic rafts. I am especially interested in learning more about marine bivalve shells that attach to ocean plastics and then wash ashore on our beaches and have started to add them to our Marine Bivalve Shells of the British Isles website.

To find out more about Rafting Bivalves check out next week's blog.

Ymunodd Jen Farnell â’r Uned Adeiladau Hanesyddol, Sain Ffagan Amgueddfa Werin Cymru ym mis Ionawr 2020, ar leoliad gwaith gyda Rhaglen Sgiliau Adeiladu Traddodiadol y Prince’s Foundation i ddysgu sgiliau saer coed traddodiadol.

Mae’r cynllun bwrsariaeth yn rhoi 8 mis o hyfforddiant mewn sgiliau traddodiadol ar gyfer crefftwyr sydd wedi cymhwyso yn eu maes, ond eisiau dysgu technegau traddodiadol.

Roedd Jen wedi cwblhau ei NVQ lefel 3 mewn gwaith saer ac wedi bwrw ei phrentisiaeth gyda Persimmon Homes yn y de-ddwyrain pan glywodd am raglen Prince’s Foundation gan ffrind oedd wedi cwblhau NVQ lefel 3 mewn Sgiliau Saer Coed Traddodiadol. Treuliodd Jen y pedwar mis cyntaf yn Dumfries House gydag 11 o fyfyrwyr eraill yn adeiladu deildy gyda tho talcen slip. Cyn hynny roedd Jen wedi gwirfoddoli yn Swaziland yn dysgu sgiliau saer coed i fenywod, a bu’n gweithio i Wild Creations a NoFit State Circus.

Yn Sain Ffagan mae Jen wedi bod yn gweithio gyda Ben Wilkins (Saer Coed Traddodiadol yr Uned Adeiladau Hanesyddol) a Tom James (Prentis yn yr Uned) ar ffenestri Tafarn y Vulcan. Yng Ngerddi’r Castell mae wedi trwsio gât yr Ardd Ferwydd gyda gan ddefnyddio technegau sgarffio traddodiadol, ac mae’n gwneud gât newydd i’r Ardd Rosod gan ailadrodd y patrwm delltwaith o’r Ardd Ferwydd.

Daw Jen o Aberystwyth yn wreiddiol, a Chymraeg yw ei mamiaith. Mae’n mwynhau ei hamser yn Sain Ffagan gyda’r Uned Adeiladau Hanesyddol: “mae’n lle gwefreiddiol i fod, cartref diwylliant Cymreig, a chael gweithio gydag offer llaw yn dysgu technegau traddodiadol”

Today is National Autusm Day, a chance to spread awareness and increase acceptance of Autism. Here at Amgueddfa Cymru National Museums of Wales, we believe passionately in making our museums and galleries accessible to everyone, and more than that to creating welcoming, comfortable spaces for all. To that end, a couple of years ago, with the support of autistic volunteers and family members, the National Waterfront Museum created a 'chill-out-room', and began offering 'quiet hours' each month. Here, Ian Smith Senior Curator of Modern & Contemporary Industry at the Waterfront Museum explains how this special space came about.

“In October 2016 we had a staff training day in ‘Autism Awareness’. It opened our eyes to how they see the world and how we can support their needs. It showed us how even the simplest of environmental changes can affect a person with autism. Things like light and sound levels, the colour of walls and floors. In fact the general layout of a space which might be deliberately made stimulating and flashy might cause many autistic people to retreat within themselves.

It was around this time that we welcomed a new volunteer at the museum. Rhys, 17, has autism. His mother contacted us and asked if he could volunteer with us to help his confidence when meeting people and in a real work environment. Rhys helps to run an object handling session, usually with another volunteer or a member of staff, and he has taken to it really well. We have all noticed that he’s become more outgoing and will now hold conversations with total strangers.

With the growing awareness of autism the Museum decided to create an Autism Champion. Our staff member Suzanne, who has an autistic son, readily agreed to take up the challenge. She now attends meetings with our sister museums where issues and solutions around autism are discussed.

During our training session we discovered that some organisations have created ‘chill-out’ rooms. These are for anyone who is feeling stressed or disturbed to go to and relax and gather themselves together. These rooms are especially useful for autistic people. We put a small group together to look at creating a safe, quiet space somewhere in the Waterfront Museum. After considering options, we decided that a little used first aid room on the ground floor offered the best place.

Rhys came into his own. He offered us a number of suggestions on how we could change the space to make it autism friendly. These included making the light levels controllable and sound proofing the room so that gentle music or relaxing sounds could be played. Suzanne too came up with a number of ideas from her own experience of looking after her son. Additionally, a local special school, Pen-y-Bryn, with whom we had an established relationship also offered us their valuable expertise.

The room we’ve created is a very soothing space and we find it gets regular use by people with a range of needs, and is clearly much appreciated as shown by the comments in the visitor’s book:

“Fantastic resource! My daughter really needed this today – thank you!”

“Lovely place to get away from the hustle and bustle for a little one.”

“Lovely idea for people on the spectrum to come for quiet.”

“Really helped my son to have some time out.”

This has been a very big learning curve for most of us, but it has been made much easier by talking to people who have direct experience of autism. Their input as part of our team has been invaluable.”

The Museum is of course, closed right now, but for those of you interested, the times for our 'quiet hours' are posted on our events pages each month. We look forward to welcoming you all back in the coming months.