Signature Assignment. Course. Geology 1304/1104 Historical Geology. Assignment ID (to be assigned) Outcomes/Rubrics to be Assessed by the Assignment

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1 Signature Assignment Course Geology 1304/1104 Historical Geology Assignment Title Trilobite Mass Extinctions Assignment ID (to be assigned) Outcomes/Rubrics to be Assessed by the Assignment o o o Communication Critical Thinking Empirical and Quantitative Reasoning Assignment Description This assignment has students graph and determine when ancient creatures (trilobites) experienced times of species loss. Students are asked to complete a graph from a data table and are able to figure out when trilobites experienced losses in biodiversity. Once the graph is completed, students are asked to compare the timing of the trilobite losses in biodiversity with well established mass extinctions known to geologists. Students are then asked to write a brief paper on the three mass extinctions they located, speculate on why they happened, and consider any (or lack of) species bounce back.

2 Assignment Design Worksheet: Written Communication Course Geology 1304/1104 Historical Geology Assignment Title Trilobite Mass Extinctions Assignment ID (to be assigned) Criterion Context of and Purpose for Writing Content Development Genre and Disciplinary Conventions Sources and Evidence Control of Syntax and Mechanics Design (How does the assignment ask students to perform in the manner expected by the criterion?) Students are asked to write a page based on the data gathered during the course of this laboratory exercise. The information collected includes trilobite extinction data, marine genus biodiversity extinction intensity and dates and backgrounds for mass extinction. Questions asked at the end help them sum up the data and report it in written form. After initial data collection has been completed, the written portion of the lab can begin. General parameters for the format are supplied by the lab sheets and content development will evolve gradually. Students are able to compare each other s data and provide a summative analysis based on this data. They are also able to realize whether they accurately measured trilobite extinction data based on the results gathered by the other charts provided. They can also realize which students have relevant data and who has incorrect data. A paper in a scientific discipline is generally characterized as being very factual and systematic. Facts, statements of clarity and other scientific virtues are common methods of effectual communication when relaying data based information. The information shows logical flow and historical context. Students reference the introductory information provided with this exercise and draw conclusions based on this informative data. Conclusions drawn from these sources are used to apply their own data to known data of volcanic cones. For additional information that is needed by students, they can google or search the Internet for further sources. Students reference the introductory information provided with this exercise and draw conclusions based on this informative data. Conclusions drawn from these sources are used to apply their own data to known data of trilobite extinctions. For additional information that is needed by students, they can google or search their textbook for further sources. The language that is required in this laboratory includes the following words or phrases: trilobite, mass extinctions, biodiversity, genera, taxon classification, Paleozoic, time periods. Students are required to use these words/phrases in a scientifically-consistent manner in their responses to questions posed at the end.

3 Readability of Visual Elements Relevance, Accuracy, and Integration of Visual Elements For this particular laboratory exercise, students are asked to take the data that has been gathered and create a visual graph. This will provide easy methods of quickly understanding the summary of their data analysis. In addition, the graph that they are asked to make provides a temporal aspect, since many of these parameters are likely to change over time. The graph that the students are completing is relevant to the data that has been calculated and plotted during this laboratory exercise. The graph is inserted towards the conclusion of the laboratory since this flows with the general parameters of the scientific methods of showing results before the conclusion is completed.

4 Assignment Design Worksheet: Critical Thinking Course Geology 1304/1104 Historical Geology Assignment Title Trilobite Mass Extinctions Assignment ID (to be assigned) Criterion Explanation of Issues Evidence Influence of Context and Assumptions Design (How does the assignment ask students to perform in the manner expected by the criterion?) The mass extinction exercise asks students to evaluate and assess data concerning trilobite genera during the Paleozoic Era. Students are asked to submit a short paper and interpretations based on their data collection efforts. Students are asked to write one paragraph on possible causes of extinctions and a second paragraph will discuss the recovery or lack of recovery of the trilobites. The evidence that students are asked to gather about Paleozoic extinctions will be calculated with the extinction intensity and then plotted, with the dates on the graph provided. The graph compares extinction intensity with millions of years ago. This information will be incorporated into their overall scientific report. Based on initial data collection results students will be asked to explain a possible cause for extinction and suggest a reason for the lack of recovery of the trilobites. Their assumptions will be a review of the chart that shows the concentrations of trilobite families in deciphering the lack of recovery. Student s Position Conclusions and Related Outcomes The position the students might reach regarding extinctions based on their plotted data will reflect the the sum of all the data gathered and used. Students will think the extinctions have different causes and will need to address that in their groups and papers, leading to students taking a stance on possible reasons for extinctions. Students are compiling data throughout this lab and are writing their results in the data table that is provided. Afterwards, they are plotting this information on another sheet which provides a graph of individual results. Then, they look at the possible relationship between the trilobite extinctions and global mass extinctions and by answering questions at the end of the lab. They then consider other causes of mass extinctions.

5 Assignment Design Worksheet: Empirical & Quantitative Reasoning (EQR) Course Geology 1304/1104 Historical Geology Assignment Title Trilobite Mass Extinctions Assignment ID Criterion Interpretation (to be assigned) Design (How does the assignment ask students to perform in the manner expected by the criterion?) Once data is calculated by the students in the lab, this data is plotted onto a graph. By visually showing their results the different extinction intensities can be compared to marine genus biodiversity over time. Representation The student will carefully analyze and synthesize the data in order to plot it. It will be compared, critiqued and further understood to understand the extinction of the trilobites over time. The students will analyze trilobite evolution using data from the fossil record. Calculation or Transformation The transformation of data to the graph will be a fairly straight forward of putting the numbers into a graph. The students will have to calculate the extinction intensity by dividing the number of genera that last appear by the total number of genera. Application/Analysis The analysis of this will be processed by plotting the data. Once data is plotted they can visually see the extinction intensity overtime. They can then analyze the graph to locate the mass extincions. Basic conclustions and summaries will be based on graphs and other visual cues, completed durng the lab. Assumptions Students are asked to discuss what they think the cause of the mass extinction is. They could think that the extinctions are a local event, a global event sudden event (meteorite impact), sea level rise, climate change, etc. Communication Communication aspects of this project not only include the data report that students are asked to complete, but also graphs and other visual aids that will also be used by the students when turned in. These conclusions can be justified through the use of students visual completion of their graphs.

6 Trilobite Extinctions Empirical/Quantitative Skills Analyzing Trilobite Evolution Using Data From The Fossil Record The following table provides data concerning Trilobite genera during the Phanerozoic Eon. Specifically, the table lists the total number of genera that appeared during a particular time interval and the number of genera that last appeared (went extinct) during that time interval. One way of analyzing this type of data, in order to determine when mass extinction events occurred for a particular group of organisms, is to calculate the extinction intensity for a particular time interval. The extinction intensity is simply the percentage of total genera that went extinct during that time interval. In other words, in the table below, the extinction intensity for each time period may be calculated by dividing the third column ( number of genera that last appear in the interval ) by the fourth column ( total number of genera in interval ) and multiplying by 100 to arrive at a percentage. For simplicity, you should round up or down to the nearest whole percentage point. First, complete the following table by calculating the extinction intensity and writing it in the fifth column of the table. Next, plot the Extinction Intensity (%) versus the Time Interval End Date (mya) on the following graph. Then use your plot to answer the questions that follow. EVOLUTION OF TRILOBITE GENERA DURING THE PHANEROZOIC Time Interval Beginning Date (mya) Time Interval End Date (mya) Number of Genera That Last Appear in Interval Total Number of Genera in Interval Extinction Intensity (%) P age

7 2 P age

8 Critical Thinking/Communication 1. When did the three biggest extinction events take place for the trilobites according to your plot? 2. Look at the chart on page 4, when do trilobites have a large increase in biodiversity? 3. Use the plot of extinction intensity for all marine genera during the Phanerozoic Eon (page 4). This plot indicates the major mass extinctions during the Phanerozoic. Which of the mass extinction events shown on the next page corresponds to the three major mass extinctions shown by your plotted data for the trilobites? 4. You should have found three extinction events and one biodiversity increase event. Your assignment now amongst your group is for everyone to research a separate extinction event or biodiversity increasing event. Be sure to include the causes, extent, and effect on biodiversity related to trilobites. This must be at least 2 paragraphs in length. Attach to the back of this assignment. 5. Compare and contrast your event with your peer s events. How are they similar and how are they different from yours? Do you agree or disagree with your fellow student s conclusions? Consider any limitations in your peer s data and your own. This must be at least 1 page in length. Attach to the back of this assignment. 3 P age

9 The chart below concentrates on trilobite families. Note there are multiple time periods in the life of trilobites that represent major biological losses. 4 P age Phylum: Arthropoda Subphylum: Trilobitomorpha