unit guide · animal and plant groups preserved in the fossil record. • the ability to use...

BIOL261PalaeontologyD2 2012

Biological Sciences

ContentsGeneral Information 2

Learning Outcomes 3

Assessment Tasks 3

Delivery and Resources 11

Unit Schedule 15

Policies and Procedures 17

Graduate Capabilities 20

Macquarie University has taken all reasonablemeasures to ensure the information in thispublication is accurate and up-to-date. However,the information may change or become out-datedas a result of change in University policies,procedures or rules. The University reserves theright to make changes to any information in thispublication without notice. Users of thispublication are advised to check the websiteversion of this publication [or the relevant facultyor department] before acting on any information inthis publication.

Disclaimer

https://unitguides.mq.edu.au/unit_offerings/12982/unit_guide/print 1

General InformationUnit convenor and teaching staffGuest lecturerGlenn [email protected] via [email protected]

Palaeobiology technical officerSarah [email protected] via [email protected]

Other StaffVince [email protected] via [email protected]

Unit ConvenorJames [email protected] via [email protected]

Credit points3

Prerequisites12cp

Corequisites

Co-badged status

Unit descriptionThis unit is a broad, introductory survey of the fossil record of life on Earth. Studentsinvestigate patterns of evolution and mass extinctions; waxing and waning of faunal provinces;fossil communities; taxonomic nomenclature; evolutionary significance and morphology of themain groups of fossil animals and plants; principals of biostratigraphy; and the applications ofpalaeontology to solving geological, ecological and biological problems. A one day voluntaryexcursion to the Hunter Valley is also available.

Unit guide BIOL261 Palaeontology


mailto:[email protected]




Important Academic DatesInformation about important academic dates including deadlines for withdrawing from units areavailable at https://students.mq.edu.au/important-dates

Learning OutcomesOn successful completion of this unit, you will be able to:

The ability to use fossils to interpret and reconstruct the history of life on Earth.

The ability to identify the major morphological features of the most important invertebrate

and vertebrate groups preserved in the fossil record.

The ability to describe the significant evolutionary trends displayed by the most important

animal and plant groups preserved in the fossil record.

The ability to use fossils to solve basic biological, ecological, environmental and

geological problems.

The ability to undertake basic studies and interpretations of biostratigraphy, functional

morphology, palaeoenvironmental reconstructions and palaeoclimatic interpretations.

The ability to use both verbal and written forms of communication to present your own

ideas, analyses, interpretations and evaluations of evidence presented in the primary

scientific literature.

Assessment TasksName Weighting Due

Prac quizzes 30% Weekly

Discussion Topic 10% Week 4 Prac class

Major Assignment 20% Friday 5th October

Final Exam 40% TBA

Prac quizzesDue: WeeklyWeighting: 30%

DescriptionEach practical laboratory session in BIOL261 will be assessed via an online, multiple choice quizon iLearn. The questions for each quiz will be based directly on the worksheets completed duringeach of the practical laboratory sessions. As such, you should not attempt any of the quizzeswithout having first completed the associated prac.



https://students.mq.edu.au/important-dates

Instructions• The prac quizzes can be accessed via the Weekly Topic Sections or the Activities Block

on the main page of the BIOL261 iLearn site.

• Each quiz is marked out of 10 and you will have 20 minutes to answer all questions.

• You may only attempt each quiz once.

Submission detailsInternal students are expected to complete all practical laboratory sessions in the time allottedeach week. The online prac quiz associated with each practical laboratory session must becompleted within 5 days following each week's prac class. Each quiz will be available from 6.00pm FRIDAY until 11.59 pm the following WEDNESDAY.

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On successful completion you will be able to:• The ability to use fossils to interpret and reconstruct the history of life on Earth.

• The ability to identify the major morphological features of the most important invertebrate


• The ability to describe the significant evolutionary trends displayed by the most important


• The ability to use fossils to solve basic biological, ecological, environmental and


• The ability to undertake basic studies and interpretations of biostratigraphy, functional


Discussion TopicDue: Week 4 Prac classWeighting: 10%

DescriptionThe Discussion Topic will provide you with the opportunity to read a series of primary scientificpapers on a hotly debated topic in palaeontology. This will allow you to become familiar with theway scientists communicate their ideas and gives you the chance to formulate your own ideasand conclusions regarding the strengths and weaknesses of the data presented in the publishedpapers. This year the Discussion Topic will focus on whether or not the feathered dinosaur,Sinornithosaurus (a member of the group popularly known as the 'raptors') was venomous. Anintroduction to this topic and the questions you need to address are available on iLearn. We willalso have a group discussion/debate about the Discussion Topic in class.



Instructions• You are required to submit a written response to both of the questions for the Discussion

Topic. Your written report should be word processed using a 12 pt font with double

spacing throughout. Your answer for each question should not exceed two double

spaced pages. Hand written assignments won’t be accepted.

• Make sure you carefully read both questions for the Discussion Topic. Your report must

precisely and completely address both questions posed. Do not waste time and

space reviewing the contents of each paper or bulking out your report with irrelevant

'waffle'.

• A set of core papers for the Discussion Topic are available in e-Reserve. It is always a

good idea to carefully read each of the core papers several times so that you can come

to grips with the main thrust(s) that each one presents. A separate handout entitled

‘Search Strategies in the Library’ is available on iLearn to help you access the core

papers held in e-Reserve. You are not expected or required to access any other sources

outside of the core papers for this assessment task.

• To successfully complete this task you will need to identify, rigorously assess and

evaluate the data/evidence presented in the core papers. Keep in mind that I want

YOUR critical evaluation/synthesis of the topic, not someone else’s. Don’t fall into the

trap of simply summarising the conclusions or interpretations of the authors of the core

papers. Your job is to identify and critically evaluate the evidence provided in support of

the various interpretations. To do this properly, you may need to read outside the topic to

investigate the details of unfamiliar concepts and terminology.

• Make sure all the information sources you use are cited in the text in the appropriate

manner. A full reference list in alphabetical order should be included at the end of your

report. Only sources cited in the main text of your report should be included in the

reference list. You MUST use the Harvard Referencing Style when writing your

report (see the separate handout entitled ‘Harvard Referencing Style for Palaeontology

Assignments at Macquarie University’ available on iLearn). This means that the use of

footnotes or numbered reference citations (Oxford referencing style) should be

completely avoided. The reference list is not included in the page limit.

• Direct copying from the work of others (including other students) is plagiarism. The

University has a very strict policy relating to this type of cheating which may involve

failure in the unit. A presentation outlining exactly what constitutes plagiarism is available

on iLearn.

• If you have any queries regarding the Discussion Topic please contact James.



Marking criteria• Identification and explanation of the significance of the evidence presented in the

primary scientific literature.

• Scientific evaluation or how well you have supported your answers using evidence from

the primary scientific literature.

• Logical organisation, formatting, sentence structure and style / grammar / spelling.

• Complete reference list and the correct and comprehensive citation of all sources using

the Harvard Referencing System.

Additional details on the marking criteria to be used for the Discussion Topic will be providedlater in the semester.

Submission detailsThe group discussion/debate for the Discussion Topic will take place for internal students priorto the practical laboratory session in WEEK 4 (Thursday 23rd or Friday 24th August). All internalstudents are expected to attend and participate in the group discussion/debate. Make sure youcome prepared to discuss/debate the topic and to present your opinion(s).

Your written response to the questions asked for the Discussion Topic must also be submitted atthe same time as the group discussion/debate is held. Your report must be accompanied by asigned Faculty of Science cover sheet for internal students (see http://web.science.mq.edu.au/new_and_current_students/undergrad/assignments_and_coversheets/). Please don’t hand yourDiscussion Topic in at the Science Centre.

As part of the submission requirements for the Discussion Topic, all BIOL261 students must alsosubmit their work to Turnitin, an anti-plagiarism detection tool. The link to Turnitin can be found inthe Assessment Topic Section and the Activities Block on the main page of the BIOL261 iLearnsite. Students who do not submit their work to Turnitin will not have their work marked until theydo so. Please do not submit your assignment cover sheet with your Discussion Topic to Turnitin.

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• The ability to use both verbal and written forms of communication to present your own





http://web.science.mq.edu.au/new_and_current_students/undergrad/assignments_and_coversheets/


Major AssignmentDue: Friday 5th OctoberWeighting: 20%

DescriptionThe Major Assignment will provide you with a further opportunity to become familiar with the wayscientific ideas are communicated by reading another series of primary scientific papers on ahotly debated topic in palaeontology. As with the Discussion Topic, you are required to formulateyour own ideas and conclusions regarding the strengths and weaknesses of the data presentedin published papers. It is strongly recommended that you utilise the feedback you received foryour Discussion Topic to improve your performance in this assessment task.

Each student enrolled in BIOL261 is expected to choose and submit ONE Major Assignmentfrom the two possible topics provided. This year the Major Assignment topics are:

• How do species escape extinction events?

• The use of horns in Triceratops.

An introduction to both topics and the questions you need to address in your assignment areavailable on iLearn.

Instructions• Your assignment should be word processed using a 12 pt font with double spacing

throughout, and should not exceed 2000 words (this is approximately equivalent to 5-6

double spaced A4 pages for text in 12 pt font and 2.5 cm margins). Hand written

assignments won’t be accepted.

• Make sure you carefully read both questions and all the associated core papers for your

chosen topic. Your assignment must precisely and completely address both

questions posed. Do not waste time and space reviewing the contents of each paper or

bulking out the assignment with irrelevant 'waffle'.

• An accurate word count should be included at the end of the assignment (after the

references).

• You MUST include figures, graphs and/or tables in your assignment. Figures are vital as

supporting evidence for your arguments and point of view. Make sure all figures, graphs,

tables etc are referred to in the text and are included at relevant places in the text – do

not lump them all together at the end of the assignment. The word limit does not include

supporting figures, graphs or tables.

• A set of core papers for both assignment topics are available in e-Reserve. It is always a

good idea to carefully read each of the core papers several times so that you can come

to grips with the main thrust(s) each one presents. The core papers are meant to provide



a starting point for your reading, but are not intended to be comprehensive. You are

strongly encouraged to access other relevant primary scientific literature sources

outside of the core papers. A separate handout entitled ‘Search Strategies in the

Library’ is available on iLearn to help you access the core papers held in e-Reserve and

to search out other relevant papers.

• Use only primary reference sources from scientific texts and journals. Avoid using

secondary (and usually dated) sources such as encyclopedias or Readers Digest type

material. Don’t use Wikipedia (an online reference encyclopedia) as a reference

source. Although this site has improved in recent years, it still has plenty of factual

errors. Since Wikipedia merely summarises conclusions and does not present evidence,

it is a classic example of a secondary source.

◦ Primary source = a paper published in a peer reviewed, international scientific

journal that presents raw scientific data collected in the field or the lab,

interpretation of results and conclusions. Primary sources are written by the

scientists who undertake the original investigation/experimentation. There are

lots of primary sources (especially scientific journals) in the Library and you can

search through topics using keyword searches in bibliographic databases such

as GEOREF or BIOSIS (see the separate handout ‘Search Strategies in the

Library’ available on iLearn).

◦ Secondary source = a review or compilation of the research performed by

someone other than the author. Examples of secondary sources include

textbooks, popular science magazines (e.g. New Scientist), newspapers,

Readers Digest and most web sites (e.g. Wikipedia). There are some exceptions

(e.g. the web journal, Palaeontologica Electronica, a peer reviewed scientific

journal only available online). While some secondary sources can provide

accurate information, they often only present the conclusions and not the raw

data or evidence that the conclusions are based on. The reader therefore has no

way of checking the data to see if alternative interpretations or conclusions can

be reached. Secondary sources can also include material that is out of date,

misinterpreted, or simply wrong.

• To successfully complete this task you will need to rigorously assess and evaluate the

data/evidence presented in each paper and to frame your answer to the questions posed

based on supporting evidence and data from the literature. Keep in mind that I want

YOUR critical evaluation/synthesis of the topic, not someone else’s. Don’t fall into the

trap of simply summarising the conclusions or interpretations of the authors of the core



papers. Your job is to critically evaluate the evidence provided in support of the various

interpretations. To do this properly, you may need to read outside of your topic to

investigate the details of unfamiliar concepts and terminology.

• Make sure all the information sources you use are cited in the text in the appropriate

manner. A full reference list in alphabetical order should be included at the end of your

assignment. Only sources cited in the main text of your assignment should be included in

the reference list. You MUST use the Harvard Referencing Style when writing your

assignment (see the separate handout entitled ‘Harvard Referencing Style for

Palaeontology Assignments at Macquarie University’ available on iLearn). This means

that the use of footnotes or numbered reference citations (Oxford referencing style)

should be completely avoided. The reference list is not included in the word limit.

• Direct copying from the work of others (including other students) is plagiarism. The

University has a very strict policy relating to this type of cheating which may involve

failure in the unit. A presentation outlining exactly what constitutes plagiarism is available

on iLearn.

• If you have any queries regarding the Major Assignment please contact James.

Marking criteriaMarks for the Major Assignment will be given for:

1. Scientific evaluation or how well you have supported your answers using evidence from

the primary scientific literature.

2. Logical organisation, formatting, sentence structure and style / grammar / spelling.

3. Relevance, clarity and acknowledgement of all figures, graphs and tables. Figures MUST

be used to support your views in the Major Assignment.

4. Complete reference list and the correct and comprehensive citation of all sources using

the Harvard Referencing System.

Additional details on the marking criteria to be used for the Major Assignment will be providedlater in the semester.

Submission detailsThe Major Assignment must be submitted by both internal and external students on (or before)FRIDAY 5th OCTOBER by 5.00 pm. I strongly suggest that you choose the Major Assignmenttopic you want to complete as soon as possible. Ideally, you should have started reading therelevant core papers for your chosen topic and started mapping out your first draft by Week 6.Internal students must place their Major Assignment in the appropriately labeled box in theFaculty of Science Centre on the ground floor of E7A. Do not give them to me or slip them undermy door! All assignments must be accompanied with a Faculty of Science cover sheet (seehttp://web.science.mq.edu.au/new_and_current_students/undergrad/




assignments_and_coversheets/) with your signature. If you need to submit your assignmentoutside of normal hours, place it in the After Hours Assignment Box located outside Building E7Aon Wally's Walkway.

As part of the submission requirements for the Major Assignment, all BIOL261 students mustalso submit their work to Turnitin, an anti-plagiarism detection tool. The link to Turnitin can befound in the Assessment Topic Section and the Activities Block on the main page of the BIOL261iLearn site. Students who do not submit their work to Turnitin will not have their work markeduntil they do so. Please do not submit your assignment cover sheet with your Major Assignmentto Turnitin.

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Final ExamDue: TBAWeighting: 40%

The Final Exam will cover material from all lectures and practical laboratory sessions. Youare not expected to memorise genus and species names for the exam, but you are expected tobe familiar with the morphology, function and applications of the fossil groups we have looked atduring the unit. Detailed information regarding the format and structure of the Final Exam will beprovided later in the semester.

Students are directed to consult the University Handbook at the beginning of the year todetermine the commencement and finishing dates of both University examination periods inorder to ensure their availability to attend compulsory examinations. Failure to attend anexamination can only be explained within the definition of 'unavoidable disruption' which can befound in the University Handbook. Useful information is also available at:http://www.student.mq.edu.au/.






http://www.student.mq.edu.au/











Delivery and ResourcesClassesLecturesBIOL261 has two, 1 hour lectures per week that are held on:

• MONDAY at 2.00 - 3.00 pm in E7B100 and

• WEDNESDAY at 12.00 - 1.00 pm in E6A102.

The lectures will focus on a broad range of palaeontological concepts and topics includingimportant ‘core’ topics (e.g. biostratigraphy and functional morphology) as well as some excitingnew avenues of palaeontological research. See the Unit Schedule for topics to be covered eachweek. Lectures will be available via Echo360 for all students, however, it is in the best interestsof internal students to attend the lectures in person each week. It has been my observation thatinternal students who regularly attend lectures tend to perform better than those who onlyoccasionally attend lectures. Lecture slides will be available from Echo360 and the BIOL261iLearn site.

Practical laboratory sessionsPractical laboratory sessions for internal students enrolled in BIOL261 are held on:

• THURSDAY at 2.00 - 5.00 pm in E5A220,

• FRIDAY at 9.00 am - 12.00 pm in E5A220 and

• FRIDAY at 1.00 - 4.00 pm in E5A220.

All internal students MUST attend one of these classes each week.

Note: Practical laboratory sessions begin in week 1!

Palaeontology is essentially a practical science and each week’s practical laboratory session willprovide you with the opportunity to come into contact with a broad range of fossil groups that willreinforce the terminology and concepts outlined in the lectures. See the Unit Schedule for topics



http://ilearn.mq.edu.au/mod/glossary/showentry.php?courseid=3278&eid=9236&displayformat=dictionary

http://ilearn.mq.edu.au/mod/glossary/showentry.php?courseid=3278&eid=10000&displayformat=dictionary

to be covered each week. You are not expected to memorise genus and species names ofparticular fossils encountered during practical laboratory sessions, but you are expected tobecome familiar with their morphology, function and applications.

Introductory slides for each practical laboratory session will be available on the BIOL261 iLearnsite, as will worksheets to be completed during each practical laboratory session. All studentsare required to bring a copy of the prac worksheets with them each week. Theseworksheets contain specific tasks that need to be completed and relevant backgroundinformation that will assist in completing each practical laboratory session. The prac quizzes willbe based on the information and tasks in the prac worksheets.

Field excursionA voluntary one day field excursion to examine fossiliferous Permian sequences in the LowerHunter Valley will be held on SATURDAY 13th OCTOBER. The aim of the excursion is toprovide each student with the opportunity to examine and collect fossils in the field, to explorehow fossils are used to reconstruct palaeoenvironments and provide relative dates onsedimentary successions. Students will also have the opportunity to collect their own fossilmaterial. A separate handout detailing logistics for the field excursion will be provided to allstudents later in the semester.

WorkloadSince BIOL261 is a 3 cp unit, you are expected to spend ~9 hours per week (including face-to-face teaching time) working on this unit for the duration of the semester. Please note thatMacquarie University defines a semester as being 15 weeks in duration - 13 weeks of face-to-face teaching, plus the two week mid-semester break.

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Required and recommended texts and/or materialsOccupational health and safetyDue to OH&S regulations, all students MUST wear fully enclosed footwear (i.e. no thongs) at alltimes during practical laboratory sessions in E5A220. Students without proper footwear will beunable to enter the lab. Food and drink may not be consumed at any time in the lab either.

TextbookThere is no prescribed textbook for BIOL261, but one text is highly recommended since itembraces most of the topics to be covered. Unfortunately, like most textbooks, it is somewhatexpensive (~$100) and so purchase of the text is certainly not compulsory, but it would be auseful study tool. You may be able to pick up a cheaper second hand copy online. Therecommended text is:

BENTON, M.J. & HARPER, D.A.T. (2009). Introduction to paleobiology and the fossilrecord. Wiley-Blackwell, United Kingdom, 592 pp. ISBN 978-1-4051-8646-9.

I have arranged for a limited number (70 copies) of Benton & Harper (2009) to be available in theCo-Op bookshop for purchase (on a first in, first served basis). Two copies of Benton & Harper(2009) are also available in the Library. A companion website for this text is available at: http://w



http://www.blackwellpublishing.com/paleobiology/

ww.blackwellpublishing.com/paleobiology/. Suggested readings to supplement the informationprovided in the lectures and practical laboratory sessions are indicated in the Unit Schedule.

The previous text used in BIOL261, Prothero (2004), is still useful, but some parts are now out ofdate. Four copies of the 2nd edition of Prothero (2004) and (two copies of the 1st edition –Prothero 1988), are available in the Library.

PROTHERO, D.R. 2004. Bringing Fossils to Life. An Introduction to Paleobiology, 2nd edn.New York, McGraw-Hill. 503 pp. ISBN 0-07-366170-8.

Recommended readingThere are a number of other useful textbooks in the Library (listed below) that you may findhelpful as supplementary reading for BIOL261. These will be located in Special Reserve for theduration of the semester.

ADRAIN, J.M., EDGECOMBE, G.D. & LIEBERMAN., B.S. (eds) 2001. Fossils, phylogeny, andform: an analytical approach. Kluwer Academic, New York. [QE719.8.F68]

AUSICH, W.I. & LANE, N.G. 1999. Life of the past, 4th edn. Prentice Hall, New Jersey.[QE711.2.L35]

BENTON, M.E. (ed.) 1993. The fossil record 2. Chapman & Hall, London. [QE723.P67]

BLACK, R.M. 1988. The elements of palaeontology, 2nd edn. Cambridge University Press,Cambridge. [QE711.2.B5]

BOARDMAN, R.S., CHEETHAM, A.H. & ROWELL, A.J. 1987. Fossil invertebrates. BlackwellScientific Press, Palo Alto. [QE770.F67]

CLACK, J.A. 2002. Gaining ground: the origin and evolution of tetrapods. Indiana UniversityPress, Indiana. [QE852.D5.C57]

CLARKSON, E.W. 1986. Invertebrate palaeontology and evolution, 2nd edn. Allen & Unwin,London. [QE770.C55/1986]

CLARKSON, E.W. 1993. Invertebrate palaeontology and evolution, 3rd edn. Chapman & Hall,London. [QE770.C56/1993]

CLARKSON, E.W. 1998. Invertebrate palaeontology and evolution, 4th edn. Blackwell Science,Oxford. [QE 770.C56/1998]

COWEN, R. 1995. History of life, 2nd edn. Blackwell Scientific Publications, Boston.[QE711.2.C68]

COWEN, R. 2000. History of life, 3rd edn. Blackwell Scientific Publications Boston.[QE711.2.C68]

COWEN, R. 2005. History of life, 4th edn. Blackwell Scientific Publications, Boston.[QE711.2.C68]

DOYLE, P. 1996. Understanding fossils: an introduction to invertebrate palaeontology. Wiley,New York. [QE770.D69]



http://www.blackwellpublishing.com/paleobiology/

ELDREDGE, N. & ALCOSSER, M. 1991. Fossils: the evolution and extinction of species. H.N.Abrams, New York. [QE711.2.E47]

FOOTE, M. & MILLER, A.I. 2007. Principles of paleontology, 3rd edn. W.H. Freeman, New York.[QE711.2.F66]

FORTEY, R.A. 2002. Fossils: the key to the past. Natural History Museum Publication, London.[QE711.3.F67]

HALLAM, A. & WIGNALL, P.B. 1997. Mass extinctions and their aftermath. Oxford UniversityPress, Oxford. [QE721.2.E97.H35]

JABLONSKI, D., ERWIN, D.H. & LIPPS, J.H. (eds) 1996. Evolutionary paleobiology. Universityof Chicago Press, Chicago. [QE721.2.E85.E96]

LANE, N.G. 1992. Life of the past. New York, Macmillan Publications. [QE711.2.L35]

LEHMANN, U. & HILLMER, G. 1983. Fossil invertebrates. Cambridge University Press,Cambridge. [QE770.L4313]

LIEBERMAN, B.S. 2000. Paleobiogeography: using fossils to study global change, platetectonics, and evolution. Kluwer Academic, New York. [QE721.2.P24.L54]

LIPPS, J.H. & SIGNOR, P.W. (eds) 1992. Origin and evolution of the Metazoa. Plenum Press,New York. [QE721.2.E85.O75]

MURRAY, J.W. (ed.) 1985. Atlas of invertebrate macrofossils. Longmann Press, London.[QE770.A87]

KNOLL, A.H. 2003. Life on a young planet: the first three billion years of evolution on earth.Princeton University Press, New Jersey. [QH325.K54 2003]

RAUP, D.M. & STANLEY, S.M. 1978. Principles of paleontology. W.H. Freeman, San Francisco.[QE711.2.R37]

RYAN, M.J., CHINNERY-ALLGEIER, B.J. & EBERTH, D.A. (eds) 2010. New perspectives onhorned dinosaurs: the Royal Tyrrell Museum Ceratopsian Symposium. Indiana University Press,Bloomington. [QE862.O65.R695]

SCHOPF, J.W. 1999. Cradle of life: the discovery of earth’s earliest fossils. Princeton UniversityPress, New Jersey. [QE719.S36]

SMITH, A.B. 1994. Systematics and the fossil record: documenting evolutionary patterns.Blackwell Scientific Publications, Oxford. [QE721.2.E85.S65]

STANLEY S.M. 1989. Earth and life through time, 2nd edn. W.H. Freeman, New York.[QE28.3.S73]

STEARN, C.W. & CARROLL, R.L. 1989. Paleontology: the record of life. Wiley, New York.[QE711.2.S74]

WARD, P.D. 1998. Time machines: scientific explorations in deep time. Copernicus, New York.[QE711.2.W37/1998]



Unit Schedule

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Technologies used and requirediLearnBIOL261 has an online presence on iLearn. To access this site go to https://ilearn.mq.edu.au/.You will need your MQ ID and password to log in. This site reproduces the unit outline, providesaccess to all lecture notes, introductory slides for practical laboratory sessions, prac work sheets,answers for each practical laboratory session, prac quizzes and a glossary of palaeontologicalterms, plus other useful information and links for the unit.

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Feedback and unit evaluationIn this unit you will receive a range of verbal and written feedback on your assessment tasks andwork. To monitor how successful we are in providing quality teaching and learning, theDepartment of Biological Sciences also seeks feedback from students. One of the key formalways students have to provide feedback is through unit and teacher evaluation surveys. Thisfeedback is anonymous and provides the Department with evidence of aspects that students aresatisfied with and areas that require improvement.

Students previously enrolled in BIOL261 have contributed to its development through thesuggestions that dinosaur and other vertebrate related content be included and an onlineglossary of palaeontological terms be made available.

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Writing skills programThe Writing Skills Program offers all undergraduate students the opportunity to improve theirwriting skills through short courses and an advisory service. I would strongly encourage allstudents to take advantage of this service if they believe their writing skills are not up to scratch.For more details visit http://www.ling.mq.edu.au/support/writing_skills/.

Weekly schedule of classesWEEK LECTURE

DATELECTURE TOPICS

(Mon 2-3 in E7B100& Wed 12-1 inE6A102)

PRACTICAL LABORATORYSESSIONS

(Thurs 2-5, Fri 9-12 or Fri 1-4 inE5A220)

RECOMMENDEDREADINGS FROMBENTON & HARPER(2009)



https://ilearn.mq.edu.au/

http://www.ling.mq.edu.au/support/writing_skills/

1 30-July

1-Aug

Lecture 1:Introduction to thehistory of life onEarth

Lecture 2:Fossilisation andmodes ofpreservation

Prac 1: Modes of preservationand information loss

Ch. 1, pp. 1-21.

Ch. 3, pp. 57-78.

2 6-Aug

8-Aug

Lecture 3:Taxonomy andclassification

Lecture 4:Precambrian fossilrecord

Prac 2: Taxonomic principles Ch. 5, pp. 116-136.

Ch. 6, pp. 137-150.

Ch. 8, pp. 183-203.

Ch. 10, pp. 235-247.

3 13-Aug

15-Aug

Lecture 5: TheCambrian explosion(guest lecturer -Glenn Brock)

Lecture 6: Trilobites

Prac 3: Trilobites Ch. 10, pp. 247-257.

Ch. 14, pp. 361-375.

4 20-Aug

22-Aug

Lecture 7:Functionalmorphology

Lecture 8: Molluscs I

Prac 4: Bivalves and functionalmorphology

Ch. 6, pp. 150-159.

Ch. 13, pp. 326-360.

5 27-Aug

29-Aug

Lecture 9: MolluscsII

Lecture 10: Diatoms(guest lecturer -Leanne Armand)

Prac 5: Diatoms

[TO BE HELD IN BLUE LABE8A160]

Ch. 9, pp. 229.

Ch. 13, pp. 326-360.

6 3-Sep

5-Sep

Lecture 11:Graptolites

Lecture 12:Biostratigraphy

Prac 6: Graptolites andbiostratigraphy

Ch. 2, pp. 22-41.

Ch. 15, pp. 409-423.

7 10-Sep

12-Sep

Lecture 13: Massextinctions I

Lecture 14: Massextinctions II

Prac 7: No practical lab sessionsthis week. Instead you have a do-it-yourself prac on massextinctions

Ch. 7, pp. 162-182.



Policies and Procedures

8 1-Oct

3-Oct

No lecture: LabourDay public holiday

Lecture 15:Brachiopods

Prac 8: Brachiopods andcommunity analysis

Ch. 12, pp. 297-313.

9 8-Oct

10-Oct

Lecture 16:Foraminifera

Lecture 17:Palaeoecology

Prac 9: Forams andpalaeoenvironmentalreconstruction

Ch. 4, pp. 79-103.

Ch. 9, pp. 209-216.

10 15-Oct

17-Oct

Lecture 18:Milestones in plantevolution I

Lecture 19:Milestones in plantevolution II

Prac 10: Leaf analysis andpalaeoclimatic interpretations

Ch. 18, pp. 479-508.

11 22-Oct

24-Oct

Lecture 20:Milestones invertebrate evolutionI

Lecture 21:Milestones invertebrate evolutionII

Prac 11: Palaeoecology of avertebrate cave fauna

Ch. 16, pp. 427-452.

Ch. 17, pp. 462-471.

12 29-Oct

31-Oct

Lecture 22:Dinosaurs I

Lecture 23:Dinosaurs II

Prac 12: Dinosaur trackways Ch. 17, pp. 454-462.

Ch. 19, pp. 515-521.

13 5-Nov

7-Nov

Lecture 24: RevisionI

Lecture 25: RevisionII

No practical lab sessions thisweek - private revision for FinalExam

Private revision forFinal Exam.

Macquarie University policies and procedures are accessible from Policy Central. Studentsshould be aware of the following policies in particular with regard to Learning and Teaching:



http://www.mq.edu.au/policy/

Student Support

Student Enquiry Service

Equity Support

Academic Honesty Policy http://www.mq.edu.au/policy/docs/academic_honesty/policy.html

Assessment Policy http://www.mq.edu.au/policy/docs/assessment/policy.html

Grade Appeal Policy http://www.mq.edu.au/policy/docs/gradeappeal/policy.html

Special Consideration Policy http://www.mq.edu.au/policy/docs/special_consideration/policy.html

In addition, a number of other policies can be found in the Learning and Teaching Category ofPolicy Central.

These policies include:

• Academic honesty (http://www.mq.edu.au/policy/docs/academic_honesty/policy.html)

• Assessment (http://www.mq.edu.au/policy/docs/assessment/policy.html)

• Examination (http://www.mq.edu.au/policy/docs/examination/policy.html)

• Grading (http://www.mq.edu.au/policy/docs/grading/policy.html)

• Occupational health and safety (http://www.mq.edu.au/policy/docs/ohs/policy.html)

• Special consideration (http://www.mq.edu.au/policy/docs/special_consideration/policy.ht

ml)

_____________________________________________________________________________________________

Macquarie University provides a range of Academic Student Support Services. Details of theseservices can be accessed at: http://students.mq.edu.au/support/.

UniWISE provides:• Online learning resources and academic skills workshops http://www.mq.edu.au/learnin

g_skills/

• Personal assistance with your learning & study related questions.

• The Learning Help Desk is located in the Library foyer (level 2).

• Online and on-campus orientation events run by Mentors@Macquarie.

_____________________________________________________________________________________________

Details of these services can be accessed at http://www.student.mq.edu.au/ses/.

_____________________________________________________________________________________________

Students with a disability are encouraged to contact the Disability Support Unit who can provideappropriate help with any issues that arise during their studies.



http://www.mq.edu.au/policy/docs/academic_honesty/policy.html

http://www.mq.edu.au/policy/docs/assessment/policy.html

http://www.mq.edu.au/policy/docs/gradeappeal/policy.html

http://www.mq.edu.au/policy/docs/special_consideration/policy.html

http://www.mq.edu.au/policy/category.html#l_t

http://www.mq.edu.au/policy/docs/academic_honesty/policy.html

http://www.mq.edu.au/policy/docs/assessment/policy.html

http://www.mq.edu.au/policy/docs/examination/policy.html

http://www.mq.edu.au/policy/docs/grading/policy.html

http://www.mq.edu.au/policy/docs/ohs/policy.html



http://students.mq.edu.au/support/

http://www.mq.edu.au/learning_skills/

http://www.mq.edu.au/learning_skills/

http://www.student.mq.edu.au/ses/

http://students.mq.edu.au/campus_life/wellbeing/disability_support_unit/

IT Help

_____________________________________________________________________________________________

If you wish to receive IT help, we would be glad to assist you at http://informatics.mq.edu.au/help/.

When using the university's IT, you must adhere to the Acceptable Use Policy. The policy appliesto all who connect to the MQ network including students and it outlines what can be done.

Queries and appealsIn the first instance, please contact James if there are any questions about the assessment tasksthemselves, or about the feedback and grades that you received for your various assessmenttasks. You are permitted to appeal against the final grade in any of your units. Before initiating anappeal, discuss your grade fully with James. More details of the Faculty of Science’s appealsprocedures are available from the Science Centre, Level 1, E7A (e-mail:[email protected]; ph: 9850 6000).

__________________________________________________________________________________________

Special consideration requestsDuring semesterAll requests for special consideration should be submitted through the Student Enquiry Service,Registrar and Vice-Principal's Office. You must also provide your Lecturer with a copy of thedocumentation lodged at the Student Enquiry Service when submitting assignments. We stronglyrecommend that you see your Lecturer or Tutor on all such occasions to discuss the matter withher/him.

During examination periodDuring the examination period, original requests for special consideration plus one copy must besubmitted to the Registrar and Vice-Principal, through the Academic Program Section, Level 4,Lincoln Building. The copy will be forwarded to your Division of Registration which will in turnforward it to the Department. Full details, and forms, are available at http://www.reg.mq.edu.au/Forms/APSCons.pdf. As well as submitting the appropriate documentation through the Registrarand Vice-Principal's Office, if you miss an examination, YOU MUST CONTACT YOURLECTURER WITHIN 72 HOURS OF THE DATE OF THE EXAMINATION so that alternativeexamination arrangements may be made without delay. Failure to do so will result in the awardof an "F" grade.

Please note that the submission of requests for special consideration is monitored by theDepartment. Repeated requests will result in referral of the student to the Dean of Students fordiscussion and advice.

Important information, including Undergraduate Student Forms and deadlines for submission, isavailable at: http://www.student.mq.edu.au/.



http://informatics.mq.edu.au/help/

http://informatics.mq.edu.au/help/

http://www.mq.edu.au/policy/docs/acceptable_use/policy.html

http://www.reg.mq.edu.au/Forms/APSCons.pdf

http://www.reg.mq.edu.au/Forms/APSCons.pdf

http://www.student.mq.edu.au/

Graduate CapabilitiesSocially and Environmentally Active and ResponsibleWe want our graduates to be aware of and have respect for self and others; to be able to workwith others as a leader and a team player; to have a sense of connectedness with others andcountry; and to have a sense of mutual obligation. Our graduates should be informed and activeparticipants in moving society towards sustainability.

This graduate capability is supported by:

Learning outcomes• The ability to use fossils to interpret and reconstruct the history of life on Earth.








Assessment task• Prac quizzes

Capable of Professional and Personal Judgement and InitiativeWe want our graduates to have emotional intelligence and sound interpersonal skills and todemonstrate discernment and common sense in their professional and personal judgement.They will exercise initiative as needed. They will be capable of risk assessment, and be able tohandle ambiguity and complexity, enabling them to be adaptable in diverse and changingenvironments.














Assessment tasks• Prac quizzes

• Discussion Topic

• Major Assignment

Commitment to Continuous LearningOur graduates will have enquiring minds and a literate curiosity which will lead them to pursueknowledge for its own sake. They will continue to pursue learning in their careers and as theyparticipate in the world. They will be capable of reflecting on their experiences and relationshipswith others and the environment, learning from them, and growing - personally, professionallyand socially.









Discipline Specific Knowledge and SkillsOur graduates will take with them the intellectual development, depth and breadth of knowledge,scholarly understanding, and specific subject content in their chosen fields to make themcompetent and confident in their subject or profession. They will be able to demonstrate, whererelevant, professional technical competence and meet professional standards. They will be ableto articulate the structure of knowledge of their discipline, be able to adapt discipline-specificknowledge to novel situations, and be able to contribute from their discipline to inter-disciplinarysolutions to problems.

















• Final Exam

Critical, Analytical and Integrative ThinkingWe want our graduates to be capable of reasoning, questioning and analysing, and to integrateand synthesise learning and knowledge from a range of sources and environments; to be able tocritique constraints, assumptions and limitations; to be able to think independently andsystemically in relation to scholarly activity, in the workplace, and in the world. We want them tohave a level of scientific and information technology literacy.

















• Final Exam

Problem Solving and Research CapabilityOur graduates should be capable of researching; of analysing, and interpreting and assessingdata and information in various forms; of drawing connections across fields of knowledge; andthey should be able to relate their knowledge to complex situations at work or in the world, inorder to diagnose and solve problems. We want them to have the confidence to take the initiativein doing so, within an awareness of their own limitations.















• Final Exam

Creative and InnovativeOur graduates will also be capable of creative thinking and of creating knowledge. They will beimaginative and open to experience and capable of innovation at work and in the community. Wewant them to be engaged in applying their critical, creative thinking.

















Effective CommunicationWe want to develop in our students the ability to communicate and convey their views in formseffective with different audiences. We want our graduates to take with them the capability toread, listen, question, gather and evaluate information resources in a variety of formats, assess,write clearly, speak effectively, and to use visual communication and communicationtechnologies as appropriate.











Engaged and Ethical Local and Global citizensAs local citizens our graduates will be aware of indigenous perspectives and of the nation'shistorical context. They will be engaged with the challenges of contemporary society and withknowledge and ideas. We want our graduates to have respect for diversity, to be open-minded,



sensitive to others and inclusive, and to be open to other cultures and perspectives: they shouldhave a level of cultural literacy. Our graduates should be aware of disadvantage and socialjustice, and be willing to participate to help create a wiser and better society.










Assessment tasks• Discussion Topic




unit guide · animal and plant groups preserved in the fossil record. • the ability to use...

Documents