Introductory paleobiology course.

Basic knowledge about the topic of the papers, in this case, the Paleocene/Eocene Boundary, biostratigraphy, index fossils, law of superposition, and taxon range zones. Experience reading/interpreting graphical information; identifying hypotheses and evaluating them in light of data presented.

This is an end of unit classroom activity. I have used it after a unit on biostratigraphy.

Experience applying knowledge about concepts in biostratigraphy such as index fossils, the law of superposition, and taxon range zones.

Critical reading of a scientific paper, including hypothesis identification, data analysis, and interpretation (i.e. determining whether or not the hypothesis is supported or refuted based on data presented).

Writing: describing hypotheses, summarizing data, describing basic paleobiological concepts. Discussion: Collaborate with others, communicate and defend an interpretation of the paper.

In preparation for a classroom discussion, students read two primary source journal articles that discuss similar concepts at two distinct points in time, an early study and a follow-up study. Both studies are focused on addressing similar hypotheses with the latter using more sophisticated types of data collection and analysis. In class, students receive the articles and a set of specific questions for each article. They are instructed to read the articles and answer the questions fully, using complete sentences. Students are expected to explain their analysis to others during the classroom discussion. This activity gives students practice identifying hypotheses, analyzing data, and making interpretations and conclusions. The two papers chosen in this example highlight the fact that new information and methods of data collection make it possible to reevaluate previously answered questions. The first paper also clearly illustrates the fact sometimes the results are inconclusive and fail to support or refute the original hypothesis. I found that this activity works best in the second half of the semester, once students are more comfortable with basic concepts and reading scientific literature.

During the classroom discussion students use their answers to explain what they have discovered about biostratigraphy, hypothesis testing, and data analysis and interpretation. Students hand in their answers to the questions and receive feedback. Finally, students answer questions on the next unit exam directly related to the concepts applied and/or skills developed in this exercise.

papers:
Wing, Scott. 1984. A new basis for recognizing the Paleocene/Eocene boundary in Western Interior North America. Science Vol 226:439-441.
Boen, G. J., W. C. Clyde, P. L. Koch, S. Ting, J. Alroy, T. Tsubamoto, Y. Wang, T. Wang. 2002. Mammalian dispersal at the Paleocene/Eocene Boundary. Science vol. 295:2062-2065