Principles of Biostratigraphy and Relative Age Dating
Summary
This class activity provides students with a basic introduction to the principles of sedimentation, stratigraphy, biostratigraphy, graphic correlation, and using the fossil record to develop a geologic timescale. The structure of the activity is a series of discrete question/answer projects, in which students analyze diagrams, correlate stratigraphic sections, and use provided data to make their own graphic correlation and relative geologic timescale. The activity can be assigned as one long project, or broken down into individual activities.
The Goosenecks of the San Juan River, near Mexican Hat, Utah. Details
Learning Goals
Upon completion of this exercise students will be able to:
1. Describe the principles of sedimentation and relative ages.
2. Correlate stratigraphic and biostratigraphic units.
3. Identify key boundaries of geologic time as a function of the fossil record.
1. Describe the principles of sedimentation and relative ages.
2. Correlate stratigraphic and biostratigraphic units.
3. Identify key boundaries of geologic time as a function of the fossil record.
Context for Use
This activity is designed for an Introduction to Earth History course that uses the extinction of dinosaurs as a case-study to introduce students to concepts relating to Earth History. However, the lab can be adapted as an introduction to sedimentary processes and relative age dating for any introductory Earth Science course. Because students can do this assignment independently, or in small groups, it can be used in any class size. The activity could be adapted as a supplement to an interactive lecture, can be done in groups in class with associated discussion, or can be a homework assignment. If done in class, it may take more than one class period, or require some at-home follow up by students, as it is rather long.
Teaching Materials
Assignment handout: Principles of Biostratigraphy (Microsoft Word 4.6MB Feb4 08)
The assignment hand-out explains the problems students must solve, and asks students to answer questions as they progress through the activity.
Additional materials required: pencil, paper, graph paper and a straight edge, although students can use any kind of graphing software (e.g. Excel), if they prefer. Unless you want additional visual aids or hand-outs to be given with this hand-out, no pre-activity preparation is necessary.
The assignment hand-out explains the problems students must solve, and asks students to answer questions as they progress through the activity.
Additional materials required: pencil, paper, graph paper and a straight edge, although students can use any kind of graphing software (e.g. Excel), if they prefer. Unless you want additional visual aids or hand-outs to be given with this hand-out, no pre-activity preparation is necessary.
Teaching Notes and Tips
Assessment
References and Resources
Images for this activity were adapted from the following sources:
- Busch, ed., 2000. Laboratory Manual in Physical Geology, 5th edition.
- Stinnesbeck, et al. 2004, Yaxcopoil-1 and the Chicxulub impact. Int. Journal of Earth Sciences.
- Boggs, 3rd edition, 2001. Principles of Sedimentology and Stratigraphy.
- Characteristics of Early Cambrian Fauna from eastern San Bernardino County, California by Jack D. Mount, from Southern California Paleontological Society Special Publications, no. 2, 1980, pp. 19-29
