Amgueddfa Cymru – Museum Wales palaeontologists have discovered a large number of extraordinary new fossils, including many soft-bodied creatures, at a new site in mid Wales.  Honorary Research Fellows, Dr Joe Botting and Dr Lucy Muir, are working with Senior Palaeontology Curator Dr Lucy McCobb and colleagues from Cambridge (Dr Stephen Pates), Sweden (Elise Wallet and Sebastian Willman) and China (Junye Ma and Yuandong Zhang) to study the fossils, which feature in a paper just published in Nature Ecology and Evolution.  Independent researchers Joe and Lucy discovered the new fossil site, known as Castle Bank, near their home in Llandrindod Wells during Covid-19 lockdown.  Unable to travel to use museum equipment, they crowd-funded to buy special microscopes to allow them to study their finds in more detail.  Ongoing work on the fossils is revealing a much more detailed picture of life in ancient Wales’ seas.

Where are the fossils from?

The fossils were discovered in a quarry on private land not far from Llandrindod Wells (the exact location is being kept secret to protect the site).  The rocks in which the fossils were found were laid down under the sea during the Ordovician period, over 460 million years ago, a time when what is now mid Wales was covered by an ocean, with a few volcanic islands here and there.

What kinds of animals were found at Castle Bank?

Fossils of lots of different kinds of animals were found at Castle Bank, totalling over 170 species so far.  Most of the animals were small (1-5 mm) and many were either completely soft-bodied when alive or had a tough skin or exoskeleton.  Places where soft-bodied fossils are found are very rare.  They give us an important glimpse of the full variety of life in the past, not just the animals with hard shells and bones that are usually found as fossils. 

The soft-bodied fossils include lots of different worms, some living in tubes.  There are also two kinds of barnacle, two different starfish and a primitive ‘horseshoe crab’.  Our own branch of the family tree is also present, in the form of primitive jawless ‘fish’ called conodonts.

Castle Bank fossils include the youngest known examples of some unusual groups of animals, including ‘opabiniids’ with their vacuum cleaner-like proboscis [Unusual new fossils from ancient rocks in Wales | Museum Wales].  There is also a ‘wiwaxiid’, a strange oval-shaped mollusc with a soft underbelly and a back covered with rows of leaf-shaped scales and long spines.  Another animal resembles Yohoia, an arthropod with a pair of large arms out the front, tipped with long spines for grasping food.  Before the Castle Bank discovery, these kinds of animals were only known from much older rocks, dating from the Cambrian period over 40 million years earlier.

On the other hand, some Castle Bank fossils appear to be the earliest examples of their kinds yet known.  If what looks like a horseshoe shrimp really is one, then it is the first fossil ever found of a group of crustaceans only previously known from living examples.  And another fossil looks remarkably like an insect and may be distantly related to these familiar creatures, which didn’t appear (on dry land) until 50 million years later.

Most Castle Bank fossils are found as dark shapes on the surface of the rock, a type of preservation known as ‘Burgess Shale-type’ where soft tissues are fossilised as films of carbon.  Almost all the previous examples are from the Cambrian Period (when animals with skeletons appeared in the fossil record), but Castle Bank dates from the Middle Ordovician, some 50 million years later. This is important, because it gives us a new window into how life was evolving at this time. 

Very fine details of the fossils can often be seen under the microscope.  A pair of eyes and the outline of what may be a primitive brain are visible in the head of an unknown arthropod.  Several trilobites have traces of their guts inside, and some of the worms have tentacles and jaws.  Only one other Ordovician site in the world (the Fezouata Biota of Morocco) preserves close to this level of detail. 

Researchers in Sweden also dissolved some of the rock in hydrofluoric acid, which left behind minute fragments of organic remains.  Under the microscope, these show cellular-level detail and provide clues to an even greater diversity of life than can be seen with the naked eye.

Future research on these intriguing fossils aims to unravel more of their secrets and to figure out their exact relationships to the rest of the tree of life.

What was life like at Castle Bank 460 million years ago?

All animal life was under the sea at that time.  A lot of the Castle Bank animals fed by filter feeding (filtering small particles of food out of the water) including a huge variety of sponges, along with sea mats (bryozoans), shellfish known as brachiopods and colonies of graptolites.  Many of these may have lived attached to underwater rocks and provided shelter for other animals that moved around. 

Most of the animals living at Castle Bank were small (1-5 mm).  They include lots of juveniles of a common trilobite called Ogyginus (but no adults), which suggests that this was their nursery, with fully grown trilobites living elsewhere.  Many other animals appear to be adults of small species.  Perhaps Castle Bank was a relatively safe, sheltered place, where smaller creatures lived in nooks and crannies away from the more perilous open ocean.

Joe and Lucy are still collecting fossils at Castle Bank as often as they can.  Many more new species are likely to be discovered in the coming years, as the rocks gradually give up their secrets.  We’re looking forward to learning much more about life in ancient Wales.

What can I do if I find an unusual-looking fossil?

As these fossils show, there are still lots of exciting new things to discover in Wales. If you find something that looks interesting and you're not sure what it is, our Amgueddfa Cymru scientists would be happy to try to identify it for you, whether it's a fossil, rock, mineral, animal or plant.  Just send us a photo (with a coin or ruler included for scale) with details of where you found it.  You can contact us via our website (https://museum.wales/enquiries/) or on Twitter @CardiffCurator  We also have a number of spotters’ guides on our website, which will help you identify a lot of the more common things you’re likely to come across (https://museum.wales/collections/on-your-doorstep/identifying-nature/spotters-guide/)

Glossary:

Arthropod = an animal with no spine, a hard outer shell (‘exoskeleton’) and lots of jointed limbs. Includes insects, spiders, crabs and scorpions.

Mollusc = an animal with no spine and a soft body, often partly covered by a hard shell. Includes slugs, snails, clams and octopuses.

Crustacean = an arthropod with a hard outer shell, lots of legs and two antennae (‘feelers’). Includes crabs, lobsters, shrimps and woodlice.

Bryozoans = tiny animals with no spine that live together in branching, rounded or flat colonies in the sea and filter food particles out of the water. Also known as sea mats or moss animals.

Brachiopod = shellfish with two shells and a special feeding loop covered with tentacles and fine hairs for filtering food particles out of the water. Also known as lamp shells.

Graptolites = tiny extinct animals with no spine that lived together in branching tube-like colonies with cups to house individuals, which filtered food particles out the water. Lived on the sea bed or floating in the water.

Hi Bulb Buddies, 

Many of you may be wondering what to do with your plants now that they have flowered. You don't need to trim your plant or re-plant your bulb until at least seven weeks after it has flowered. Leave your plants outside in the sunshine, as this allows the bulb to continue storing energy for the following year. 

Once your bulb has flowered you may wish to take it home, plant it in your school or even re-use your pot to grow something else. Read through the instructions below to decide how you would like to look after your bulb.

Keep your bulb in your pot

• Trim back the leaves. 

• Store your pot outside and out of the way until the following spring, when your flowers will start to grow again! Make sure your soil doesn’t dry out over the summer by watering when required.

Empty your pot

• Trim back the leaves. 

• Empty your pot onto some newspaper and look for your bulbs. 

• Shake them to remove any excess soil.

• Inspect your bulbs, only keep the ones that are look healthy and are of a good size. Discard those that are soft or rotten. Every few years bulbs double. When they double two bulbs will be joined together. If this is the case, pull them away from one another very carefully. When they are doubling, they make fewer flowers because they are putting their energy into making more bulbs. By separating them you should get more flowers. 

Plant your bulbs in your garden or school

• Follow the instructions on how to empty your pot.

• Find an area to plant the bulbs, choose a sunny or lightly shaded position. 

• Dig a hole for each bulb that is twice as deep as the height of your bulb and make sure the shoot is pointing upwards and the roots downwards.

• Plant each bulb two or three bulb widths apart.

• Your bulbs should now flower year after year. Inspect the bulbs and divide any doubles every three years to increase flowering. 

• You could now re-use your pot to plant a summer herb or flower. You may receive some seeds for taking part in the investigation that could be planted in your pots. 

Dry out your bulbs and store them until the following autumn

• If you don’t have a garden and you want to use your plant pot to grow something else you may wish to dry out your bulbs and store them over the summer.

• Follow the instructions on how to empty your pot.

• Lay bulbs on a tray or newspaper to dry for 1 week. Place in a labelled paper bag and store in a cool place until they are ready to plant again in November.

There are a number of options to choose from here. Hopefully you will be able to enjoy your plants again next Spring.

Professor Plant

Did you know that April is Autism Awareness Month? Amgueddfa Cymru values all our visitors and it is important that we consider people with different needs to the majority of us so that everyone feels welcome in our spaces and as valued members of staff.

For our visitors, we are promoting our quieter times on our website for all of our sites and have highlighted areas that could cause sensory overload on our maps. The National Waterfront Museum also has a chill-out room for those who need some time away from a busy environment. More work is under way to improve our offering to visitors with disabilities – keep an eye out for these throughout the year.

David Enright is the Deputy Visitor Services Manager at National Museum Cardiff and sat down to tell us about his journey to becoming an Autism Awareness Trainer and to share how the untapped resource of skilled people are having a positive impact on the visitor experience at National Museum Cardiff.

***

What’s great about working in such an institution as National Museum Cardiff is that everyone knows us and the amazing work that goes on here. This means that young people see it as an interesting and varied place to do their work experience because they get to try lots of different and varied things during their time with us. I’m passionate about giving young people opportunities in our spaces, and so I accommodate requests from schools and Careers Wales for work experience whenever I can.

About 12 years I ago, I noticed that there was an increase in people coming to us for work experience who were on the autistic spectrum. I wanted to make sure that in giving people the opportunity to come to us, that I was also able to support them and I saw understanding autism as being key to helping them thrive during their time with us. I was untrained in how autism would present itself and what the triggers might be, but I was full of good intentions.

After meeting some of the passionate people, and seeing how interested they were in the work we were doing at the museum, I began to wonder: “What happens to these people after they’ve done their two weeks work experience with us? Wouldn’t it be great if we could retain them and benefit from their inquisitive and interested nature?”

Autism is a developmental disability, and because of the ways that the disability can present itself – repetitive or restrictive behaviour, and social communication and social interaction challenges for example - people on the autistic spectrum sometimes find it difficult to find meaningful long-term work. But my experience working with people on the spectrum has been the total opposite to this – people with autism can be very employable with valuable skills and they are great colleagues to work with. 

I got in touch with the National Autistic Society and soon enough, I was trained in autism awareness. Feeling more prepared, I welcomed more people to our front of house team for work experience and for permanent or pool work on our team. We even started to become known by some specialist agencies for providing these opportunities for people with autism, which was a good sign that we were doing something right!

I later trained as an autism awareness trainer with the Welsh Local Government Association and I now run training at National Museum Cardiff which is open to everyone across Amgueddfa Cymru. 

Spring has arrived Bulb Buddies,

I’m sure we’ve all noticed signs of spring, including crocus and daffodil plants in full bloom! Have you ever wondered why these plants flower, and how to tell when they have flowered? Let's explore this together. 

Daffodils and crocuses are both bulb plants, which means that they grow from bulbs that are planted in the ground. These bulbs store energy for the plant to use when it's ready to grow. The bulbs stay dormant through most of the winter and begin to grow as the weather warms, which is when their shoots first emerge from the soil. Shoots appear first, so that the leaves can produce food for the plant through photosynthesis, where energy from sunlight is used to turn carbon dioxide and water into sugar and oxygen. The plants use the sugar as food, to provide energy to continue growing and to replenish their bulb ready for the following winter. As the plants continue to grow, they produce leaves, stems, and flowers.

You can tell when these plants have flowered by looking for the blossoms on the stem.  Daffodils usually have one yellow or white trumpet-shaped flower on a long stem, while crocuses have smaller, cup-shaped flowers that come in a variety of colours like purple, white, and yellow. These bright, colourful flowers attract pollinating insects like bees and butterflies. Pollen is sticky, so it attaches to pollinating insects and is taken by them to different flowers. Pollination happens when pollen from the male part of a flower (the stamen) is transferred to the female part of a flower (the pistil). Once this happens, the flower can produce seeds.

After the flowers have bloomed and the seeds have been produced, the plants start to die back. Our little bulbs will then go dormant again, until the next growing season.

Some schools have shared that their plants have flowered. You can see which schools have sent in flowering records by looking at the project map and the flower graphs. Remember, you can also look at results from previous years to compare. Why not have a look to see if your school has taken part in the project before? 

I’ve attached the Keeping Flower Records resource to the right of the page. This looks at how to take height measurements for your plants and how to tell when the flower has fully opened. It also lists some resources on the website, like the activity sheets for naming parts of plants. 

We ask that you note the date that your plant first flowers and the height of your plant on that date to your flowering chart. You can then upload this information to the website when next entering your weather data. Remember, we ask for measurements in mm. If you accidentally record your height in cm it will show on the website in mm. This means that a 15cm daffodil becomes a 15mm (1.5cm) daffodil! 

I’ve attached some botanical illustrations we’ve been sent by schools in previous years. Why not make a study of your plants and draw what you see? It can be interesting to make regular drawings of your plants, to see how they change over time. 

We’ve watched our plants from bulb to flower. I have seen from the comments that many of you have been fascinated by the changes you’ve seen. I’ve attached an activity sheet for creating an Origami booklet that explores the life of a bulb. There is a version that you can colour in yourself and a version that is already in colour. 

We are in the last week of weather data collection. We ask that schools upload all of their weather data to the website by 31 March. If your plants have flowered, please upload your flowering data by 31 March. If your plants have not yet flowered, please let us know in the comments. There is further guidance around this in the attached ‘Keeping Flower Records’ resource. 

Please share photos with us by email or Twitter, it’s always lovely to see the plants in bloom. Please share your thoughts on the project in the comments section when uploading your data, you could also let us know what you think the mystery bulbs were this year!

Keep up the good work Bulb Buddies,

Professor Plant & Baby Bulb