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GEL 1009
HISTORICAL GEOLOGY

TERM PROJECT REQUIREMENTS
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You will present a report describing the geologic history of a segment of geologic time. The reports will be based on research and should describe significant rocks, fossils, and geologic structures present and place those features into a historical context. The specific minimum requirements and grading method are described on a separate page.

You will be in a group, and your group will present to the class a description of one of the following segments of geologic time:

  • Proterozoic (March 27)
  • Cambrian & Ordovician (April 1)
  • Silurian & Devonian (April 3)
  • Mississippian - Permian (April 8)
  • Triassic & Jurassic (April 10)
  • Cretaceous (April 15)
  • Paleogene & Neogene (April 17)
  • Pleistocene & Holocene (April 22)

The focus of my grading will be on substantial content, not length. The information given below is for your guidance. If you wish to deviate substantially from my suggestions, you must discuss your wishes with me. Each term project must be presented as:

  • A 35 to 40 minute presentation to the class
  • A summary outline (one to two pages typed, to be handed out to the class)
  • Two essay and five multiple choice exam questions.

Visuals are required elements - at least two different types of these; they should be clear and easy to understand.

  • Representative rock column
  • Pictures
  • Diagrams
  • Maps - current and/or paleoreconstructions (required)
  • Cross-sections

You can use visuals from the text, the internet, or any other source. You may wish to draw your own. The purpose is to illustrate what you are talking about.

Geotechnical terminology analogous to paleoreconstruction, dynamic isostatic readjustment, and anisotropic tectonothermal susceptibility should be circumvented. Well, paleoreconstruction isn’t so bad if you only use it once or twice, but I’d avoid the others.

OUTLINE
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  • Introduction
  • Description of time segment
  • Overview of geologic history (a summary of your findings)
  • Key global events
  • Where were the plates?
  • Three events that your group found interesting or enlightening.
    • What happened?
    • How do you know? (rocks, fossil, structures present)
  • Life
    • new life forms
    • important life forms
    • extinctions
  • What was happening in Illinois?
    • What was Illinois like at this time?
  • Describe the rocks & structures present from that time
  • Where can you go to see these rocks?
  • Questions from the class

GRADE
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TOTAL SCORE 100 pts.

 Introduction
Description of time segment
- start and end dates
General overview of findings
- summary of the information covered.

  incorrect some correct, incomplete correct, but incomplete   correct & complete exceeds requirements
0 1 2 3 4 5 6 7 8 9 10 11

Factual information present and correct: information is correct and understood

Plate Tectonics Overview - must include a discussion of where the plates were at the start and end of the time discussed.

  incorrect some correct, incomplete correct, but incomplete   correct & complete exceeds requirements
0 1 2 3 4 5 6 7 8 9 10 11

Events - must include a discussion of at least three events (sea level rise and fall, orogenic episodes, reefs, basins, etc.).

  incorrect some correct, incomplete correct, but incomplete   correct & complete exceeds requirements
0 1 2 3 4 5 6 7 8 9 10 11

Life - must describe the new life forms that first appear in the fossil record, key life forms that were wide spread and important, and major extinction events.

  incorrect some correct, incomplete correct, but incomplete   correct & complete exceeds requirements
0 1 2 3 4 5 6 7 8 9 10 11

Illinois - must describe what Illinois was like during this time, including the rocks and fossils present and where they can be found.

  incorrect some correct, incomplete correct, but incomplete   correct & complete exceeds requirements
0 1 2 3 4 5 6 7 8 9 10 11

Overall elements

Interpretation: information presented is interpreted using principles discussed in class

  incorrect some correct, incomplete
shows little insight
correct, but incomplete, shows some insight   correct, complete, insightful exceeds requirements
0 1 2 3 4 5 6 7 8 9 10 11

Depth of information presented: more than a cursory examination of the topic, research provided interesting information beyond that of the textbook. Exploration means that you have looked into all of the areas relevant to your project area.

explores one or two topics explores a few of the required areas explores most required areas   explores all required areas exceeds requirements
0 1 2 3 4 5 6 7 8 9 10 11

Visual elements: visuals that support the presentation and are clear and easy to understand (pictures, maps, representative rock column are required); visuals must be used as part of presentation.

none present   some present, do not support material some present, provide some support all present, fully support material exceeds requirements
0 1 2 3 4 5 6 7 8 9 10 11

Presentation

Concise - does not drag on, focuses on important points.

unfocused, no time to finish unfocused, within time limits focused, no time for questions focused, on time exceeds requirements
0 1 2 3 4 5 6 7 8 9 10 11

Clear - appropriate for the audience (college-level students)

confusing OR overly simple some pats confusing, disorganized mostly clear, somewhat disorganized crystal clear, well organized exceeds requirements
0 1 2 3 4 5 6 7 8 9 10 11

 

A 90 to 100 pts Exceeds the minimum requirements and shows an in-depth understanding of the subject matter.
B 80 to 90 pts. Meets the minimum requirements and shows a complete understanding of the subject matter.
C 70 to 80 pts. Meets the minimum requirements and understands most of the subject matter.
D 60 to 70 pts. Does not meet the minimum requirements and understands only some of the subject matter.
F less than 60 pts. Does not meet the minimum requirements and does not understand the subject matter.
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last updated: 01/14/13