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EOSC326 Lab 3
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- EOSC326 (EOSC326)
- Institution
- University Of British Columbia (UBC )
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Lab 3 (Case Study 1), Part 1 - Paleoenvironments Through Time - …d Question Set: EOSC 326 98A 2022S1 Earth and Life Through Time 2022-06-20, 8:56 PMLab 3 (Case Study 1), Part 1 - Paleoenvironments
Through Time - Individual Instructions and Question
Set
Due Jun 2 at 11p.m. Points 70 Questions 31
Available May 31 at 12p.m. - Jun 2 at 11p.m. 2 days Time Limit None
Instructions
Consider the following scenario:
Professor P. Aleo is studying how Earth’s environment was changing around two Ordovician
extinction events (roughly a million years apart) that mark the boundary between the Ordovician and
Silurian periods; i.e between 450 and 430 million years ago. Together these two periods of reduction
in marine diversity represent Earth’s second most significant extinction of marine life.
In this activity you will help Prof. Aleo address two questions that need answering before she can
generate hypotheses about environments around 440 Ma ago. The two questions are
1) “Where in this section is the boundary between Ordovician and Silurian rocks?” and
2) “As we go west and east from this location, will we find deeper or shallower ocean environments?”
To address these questions, Professor Aleo and her students gathered data at this and two nearby
locations. Their field work recovered fossils in 4 rock units (A, B, C, D) at each of the 3 locations.
(See Worksheet 2 in the Lab Manual)
As the new undergraduate research assistant, your job is to identify and date these 3 sets of
specimens in order to find the Ordovician/Silurian boundary in each section. Your results will enable
Professor Aleo to compare the environment at the Ordovician/Silurian boundary to environments
before (“below”) and after (“above”). Only with this information spanning both time and space can she
draw conclusions about how environments were changing here during this period of Earth’s history
when the extinctions were occurring.
During this exercise you will improve your ability to recognize fossils and make use of their detailed
characteristics by …
https://canvas.ubc.ca/courses/95005/quizzes/494914 Page 1 of 30
,Lab 3 (Case Study 1), Part 1 - Paleoenvironments Through Time - …d Question Set: EOSC 326 98A 2022S1 Earth and Life Through Time 2022-06-20, 8:56 PM
using morphological characteristics to identify graptolite & trilobite fossils, thus determining their
ages;
using these fossil ages, and the location and position in which each fossil was found, to determine
the biostratigraphy and ages of rocks along the East - West profile represented by three sections;
characterizing the depositional environment of rocks in the three sections based on fossil and rock
types, and use these results to postulate an environmental cross section at one specified age;
applying results of identifying genus and ages in the context of a given scientific scenario.
sharing these sketched results with colleagues and refining the interpretation by discussion.
Outline of steps to carry out this virtual research
project (details in Lab Manual below)
1. Familiarize yourself with the online learning resources starting on the Lab home page with its
zoomable image of the lab space with clickable fossil specimens on tables. ALSO – recall that
many morphological terms are discussed in the course notes, so these are great resources.
2. Identify genus and ages of all fossil samples by completing Worksheet 1 in the resources below.
This is done using the digital resources and technical documentation later in this manual.
3. On Worksheet 2, label ages of rocks in the geologic columns and sketch lines defining age
boundaries.
4. Transfer genus, age, and sketched age boundaries from both worksheets to the CANVAS system.
5. Answer two online questions about which features are most important for distinguishing two of the
specimens from all the others.
6. Answer a few more online questions to characterize depositional environments corresponding to
fossils and rocks in the geologic sections.
7. Complete a short set of online questions to consolidate concepts and knowledge about
organisms, fossils and corresponding rocks and depositional environments.
8. The last step will open after the online questions close. You will share your sketched age
boundaries within small groups, discuss each other’s interpretations, then generate one new
figure that everyone agrees to.
Estimated timing
Individual Portion
Do not plan on completing this all in one sitting; that is not how lab work “works”! Students taking the
face to face version of this class do a very similar exercise with one 50 minute lab visit, homework,
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, Lab 3 (Case Study 1), Part 1 - Paleoenvironments Through Time - …d Question Set: EOSC 326 98A 2022S1 Earth and Life Through Time 2022-06-20, 8:56 PM
then one 50 group-based classroom activity and another final online homework exercise. Identifying
fossils in the laboratory takes students in the face-to-face version of this course 1-2 hrs. It should take
roughly the same time using digitized resources for this exercise. We do encourage discussion using
the open discussion board; students in the face to face version do find it helpful to discuss lab work
with colleagues as well. Transferring results to CANVAS should take less than half an hour or so.
Answering online questions and annotating figures may take roughly an hour.
Group Portion
After the deadline for submitting Part 1, you will have a few days to complete Part 2 which is the
group portion. You will post your Sketch from Part 1 to the group discussion board, discuss within
your group to agree on a whole-group version of this sketch, and then submit a group version of the
sketch. "Submit a group version" simply means that the last post for this group discussion must have
the title "Final Group Version" and it should contain the figure labelled with your group name. We will
use that final version for the group grade.
Please start early or you will run out of time for this conversation. Frequent interactions and
discussions with everyone in the group are strongly encouraged! (Note: You will not receive any
marks for the group portion of the lab if you sign on too late and miss the group conversation that
occurred for the group to reach their final sketch submission. You will be too late and will receive a
score of '0' for this part of the lab. So, log on within the first 24 hours of the group portion to make
sure you are involved before you are too late!)
Below are the resources you will need
Module A and Module C Course Notes
Trilobite/Graptolite Lab Manual. (https://canvas.ubc.ca/courses/95005/files/20889425/download?
download_frd=1) You will find the steps are numbered and there are check boxes to help you stay
on track.
Figure for Individual and Group Sketches
(https://canvas.ubc.ca/courses/95005/files/20888035/download?download_frd=1)
https://www.eoas.ubc.ca/courses/eosc326/resources/trilobite-graptolite/labspaceonly.htm.
(https://www.eoas.ubc.ca/courses/eosc326/resources/trilobite-graptolite/labspaceonly.htm) This is a
virtual classroom where you can get a feel for what students in a face-to-face lab setting would
encounter. Zoom in and play with the fossils and other resources at each station as you like.
Note: To access this site you will need to type in the username: 'eosc326' ; password:
'ammonite'.
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