Silurian Biostratigraphy and Paleoecology Lab
Summary
Explores paleoecologic and biostratigraphic uses of graptolites and brachiopods. Exercise is based on Silurian Great Britain data/interpretations published by Ziegler et al., 1968. It illustrates litho- and time-stratigraphic interpretations.
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Context
Audience
I use this as a lab after I have introduced paleoecology and biostratigraphy topics in undergraduate paleontology.
Skills and concepts that students must have mastered
Must possess the basics of lithologic record of sea-level rise, lithostratigraphic sections, constructions of cross-sections, time-stratigraphic representation. Students should have been introduced to paleoecologic and biostratigraphic concepts that are illustrated via exercise.
How the activity is situated in the course
stand-alone lab exercise
Goals
Content/concepts goals for this activity
biostratigraphy
paleoecology
lithologic record of sea-level change
lithologic and time-correlation
structural orientation
paleoecology
lithologic record of sea-level change
lithologic and time-correlation
structural orientation
Higher order thinking skills goals for this activity
analysis of data
formulation of hypotheses
synthesis of ideas
formulation of hypotheses
synthesis of ideas
Other skills goals for this activity
writing
graphic representation of data
graphic representation of data
Description of the activity/assignment
This activity uses simplified paleontological and stratigraphic data. Students receive instructions, basic location map, biostratigraphic range charts. Involves cutting out section data in columns, constructing a cross-section, also plotting biostratigraphic data according to time. This exercise develops understanding of the time-stratigraphic significance of graptolites, the sedimentologic and paleoecologic interpretations of environment of deposition and water depth. The activity connects to stratigraphy, sedimentology and obliquely to structural geology.
Determining whether students have met the goals
I read the answers to questions posed, evaluating for depth of understanding, and I look to see if correlation lines are appropriately connected, that they do not cross, that they can be truncated/terminated by erosion or by onlap. In the summary paragraphs, I look for key points to be presented (e.g., brachs usually don't make good biostrat tools), primary interpretations that should be made (e.g., pre-existing topography will control where the oldest sediments are deposited).
More information about assessment tools and techniques.Teaching materials and tips
- Activity Description/Assignment:biostratigraphy and paleoecology exercise (Microsoft Word 531kB Aug2 09)
- Instructors Notes:Figure 3 Time-Stratigraphic Chart for Students (Acrobat (PDF) 3kB Jun17 09)
- Solution Set:Cross-section Solution (Acrobat (PDF) 46kB Jun17 09)
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Other Materials
- Data_sections1thru9 (Acrobat (PDF) 73kB Jun17 09)
- A Solution for Figure 3 Time-Stratigraphic Chart (Acrobat (PDF) 10kB Jun17 09)
Supporting references/URLs
Ziegler, A.M., Cocks, L.R.M., and McKerrow, W.S., 1968, The Llandovery Transgression of the Welsh Borderland, Palaeontology, vol. 11, part 5, pp. 736-782.
Miall, A.D., 1984, Principles of Sedimentary Basin Analysis. Springer-Verlag New York, 490p.
Harland, W.B., Armstrong, R.L., Cox, A.V., Craig, L.E., Smith, A.G., and Smith, D.G., 1990, A Geologic Time Scale 1989, Cambridge University Press, 263p.
Miall, A.D., 1984, Principles of Sedimentary Basin Analysis. Springer-Verlag New York, 490p.
Harland, W.B., Armstrong, R.L., Cox, A.V., Craig, L.E., Smith, A.G., and Smith, D.G., 1990, A Geologic Time Scale 1989, Cambridge University Press, 263p.