Syllabus: GEL 1024 - Historical Geology - Honors
Spring 2010 (102)
GEL 1024-101
Historical Geology – Honors
Call Number: 23420
Lecture: Tuesday & Thursday from10:00 to11:20 AM in room MC 523
Lab:
Thursday from 12:00 Noon to 2:50 PM in room MC 523
Professor: Claude E. Bolze
Tulsa Community College
909 S. Boston Ave.
Tulsa, OK 74119
Cubicle No.: MC 527
Phone No.: 918-595-7246
E-mail: cbolze@tulsacc.edu
Cubicle Hours: Monday thru Thursday from 7:30 to 10:00 AM
Science and Mathematics Division
Associate Dean: Dr. Connie Hebert
Office No.: MC 620 and Phone No.: 918-595-7334
Course Prerequisite: None
Textbooks:
Textbook: Historical Geology: Evolution of Earth and Life Through Time, 2010, 6th ed., by Reed
Wicander and James S. Monroe, published by Brooks/Cole, Belmont, CA, ISBN 0-495-56007-3.
Laboratory Manual: Historical Geology: Interpretations & Applications, 6th ed., 2005, by Jon M.
Poort & Roseann J. Carlson, published by Prentice-Hall, ISBN 0-13-144786-6
Catalog Description:
Study of earth materials and processes within a time perspective. For science and non-science majors.
Utilizes fossils, geologic maps, and field studies to interpret geological history.
Lecture 3 hours. Laboratory or field studies 3 hours.
02/18/16
1
Course Objectives:
Historical Geology is designed to accomplish the following objectives:
1. Students develop the ability to relate rock types, sequences, structures, and fossil to geologic
history.
2. Students develop an ability to interpret geologic history from geologic maps.
3. Students are knowledgeable about the major phyla of life represented in the fossil record.
4. Students know the basic principles of fossilization and stratigraphy.
5. Students are knowledgeable about relative and absolute geologic time.
6. Students develop a working vocabulary of geologic terms.
Teaching Methods:
Historical Geology is a lecture and lab course. Lectures will generally follow the textbook plan,
although chapter sequences may be rearranged. Students are expected to read textbook topics before
they are presented in lecture. Students are required to read all assigned textbook chapters.
The laboratory experience is a fundamental part of the course. In lab, students are allowed to gain
hands-on experience with rocks and minerals, fossils, cross-sections, and geologic maps. In other
words, the lab is designed to show in a more realistic manner the principles being discussed in lecture.
The lab is used to reinforce the lecture material and to demonstrate how it can be practically applied.
Most lab periods will begin with instruction, and then students will work through exercises at their
own pace. Lab exercises, while graded, are not tests; therefore, students are encouraged to work
together and ask as many questions as necessary to understand the concepts presented. An
understanding of lab exercises will be directly tested on lecture exams.
Audio-visual aids will be used to supplement the lectures and laboratory activities.
Evaluation Techniques:
Exams:
There will be a total of four (4) exams. The final will not be comprehensive. The exams will be mostly
multiple choice questions with some matching and essay questions. The exams will stress a working
knowledge of concepts and processes. The exams will include lecture, laboratory, and text material.
These exams will comprise 40% of the final grade.
Homework:
Four homework assignments will be made. The homework will come from the Review Questions
found at the end of each chapter in the textbook. The homework can be handwritten on notepaper or
typed. Each homework assignment will be due the day of an exam. All the homework assignments
will be averaged and this average will comprise 25% of the final grade.
Labs:
Laboratory assignments will be worth 10 points each and are to be handed in at the end of each
laboratory. The lab grade will comprise 25% of the final grade.
02/18/16
2
Report/Special Project:
The report/special project can be one of the following:
1. A 7 to 10 page report on a historical geology topic, the geology of an area in Oklahoma, or the
geology presented in a novel.
2. Interview a geologist and write a report of the interview.
3. Present a rock, mineral, fossil, and geological feature collection. Minimum of 30 specimens.
If the item is large (Tyrannosaurus skeleton or volcano) photographs will be accepted.
The report/special project will be due by the final.
The report/special project will be worth 10% of the final grade.
Attendance Policy: Past experience has shown that regular and prompt attendance is vitally
important for successful completion of this course. Those students who decide not to complete the
course must withdraw themselves from the course. Failure to complete work does not constitute a
withdrawal from Tulsa Community College and those students will receive a grade based upon the
points earned at the end of the semester.
Course Withdrawal: The deadline to withdraw from a course shall not exceed 3/4 the duration
of any class. Contact the Counseling Office at any TCC campus to initiate withdrawal from a course
('W' grade) or to change from Credit to Audit. Check the TCC Academic Calendar for deadlines.
Students who stop participating in the course and fail to withdraw may receive a course grade of “F,”
which may have financial aid consequences for the student.
Communications:
Email communications: All TCC students receive a designated “MyTCC” email address (ex:
bob.buck@mail.tulsacc.edu). All communications to you about TCC and course assignments will be
sent to your MyTCC email address; and you must use MyTCC email to send email to, and receive
email from, the instructor regarding this course.
Inclement Weather: TCC rarely closes. If extreme weather conditions or emergency situations
arise, TCC always gives cancellation notices to radio and television stations. This information is also
posted on the TCC website (www.tulsacc.edu).
General Education Goals: General Education courses at TCC ensure that our graduates gain
skills, knowledge, and abilities that comprise a common foundation for their higher education and a
backdrop for their work and personal lives. TCC’s General Education goals are: Critical Thinking,
Effective Communication, Engaged Learning, and Technological Proficiency.
Classroom Etiquette: Open and mutually respectful communication of varied opinions, beliefs,
and perspectives during classroom or online discussion encourages the free exchange of ideas that is
essential to higher learning and to the ability to learn from each other. Use of any electronic device is
at the discretion of the instructor.
Syllabus Changes: Occasionally, changes to the syllabus may be necessary. Students will be
notified of any changes to the syllabus in writing.
02/18/16
3
Students with Disabilities: TCC provides accommodations for qualifying students in
compliance with the Americans with Disabilities Act. For information, students may contact the
disabled Student Resource Center, 918-595-7115, or the Resource Center for the Deaf and Hard of
Hearing, 918-595-7428V, 918-595-7434TTY.
Institutional Statement: Each student is responsible for being aware of the information
contained in the TCC Catalog, the TCC Student Policies & Resources Handbook, and semester
information listed in the class schedule. All information may be viewed on the TCC website:
www.tulsacc.edu
Academic Dishonesty: Academic dishonesty (cheating) is defined as the deception of others
about one’s own work or about the work of another. Academic dishonesty or misconduct is not
condoned or tolerated at campuses within the Tulsa Community College system. Tulsa Community
College adopts a policy delegating certain forms of authority for disciplinary action to the faculty.
Such disciplinary actions delegated to the faculty include, but are not limited to, the dismissal of
disrespectful or disorderly students from classes. In the case of academic dishonesty a faculty member
may:
 Require the student to redo an assignment or test, or require the student to complete a
substitute assignment or test;
 Record a "zero" for the assignment or test in question;
 Recommend to the student that the student withdraw from the class, or administratively
withdraw the student from the class;
 Record a grade of "F" for the student at the end of the semester.
Faculty may request that disciplinary action be taken against a student at the administrative level by
submitting such request to the Dean of Student Services.
02/18/16
4
How to Calculate Historical Geology Grade
Grade Scale
Grade Distribution
90 - 100%
80 - 89%
70 - 79%
60 - 69%
Exams
= 40%
Homework
= 25%
Lab Exercises
= 25%
Report/Special Project = 10%
=A
=B
=C
=D
Your Exam Points x 0.4 = Exam Points
Possible Points
Your Homework Points x 0.25 = Homework Points
Possible Points
Your Lab Points
Possible Points
x
0.25 = Lab Points
Your Report Points x 0.10 = Report Points
Possible Points
Extra Credit is added to only Your Points and is not added to the Possible Points.
Grade = (Exam Pts + Homework Pts + Lab Pts + Report Pts) x 100
Late Assignments and Make-up Test Policy:
Exams:
Exams may be made-up at the instructor's convenience. Make-up exams will be more rigorous.
Homework:
Homework will be accepted late, however, 2 points will be deducted from the grade for each class
meeting the homework is late.
Labs:
There will be no make-up for labs involving the use of lab equipment. However, a take home lab
worth half credit can be arranged at the student's request. Labs not involving the use of lab equipment
will be accepted late, however, 2 point will be deducted from the grade for each class meeting the
assignment is late.
Last day to withdraw with a "W" grade: Friday, April 9.
02/18/16
5
Tentative Schedule - Lecture
January 12 – February 4:
Concepts of Historical Geology and Plate Tectonics.
Chapters 1, 2, 3, 4, 5, 6.
February 9 – Homework #1 due and Exam #1.
February 11 - March 9:
Earth's Beginnings, Fossils and Fossilization.
Chapters 5, 7, 8, 9.
March 11 – Homework #2 due and Exam #2.
March 23 - April 8:
Invertebrate Paleontology, Paleozoic and Mesozoic Geology.
Chapters 12, 10, 11, 14.
April 13 – Homework #3 due and Exam #3.
April 15 – April 29:
Cenozoic Geology and Life, Plant and Vertebrate Paleontology.
Chapters 13, 15, 16, 17, 18, 19.
May 6 – Homework #4 due and Exam 4.
January 18: No Class - Martin Luther King Day.
March 15 - March 21: No Class - Spring Break.
Tentative Schedule - Laboratory
Week
1
2
3
4
5
6
7
8
9
11
12
13
14
15
16
Date
January 14
January 21
January 28
February 4
February 11
February 18
February 25
March 4
March 11
March 25
April 1
April 8
April 15
April 22
April 29
Laboratory
Time and Ordering of Geologic Events
Rocks and Minerals
Sedimentary Structures
Plate Tectonics
Elsing Museum
Physical Stratigraphy
Fossils and Fossilization
Fossils and Age Determination
Downtown Geology
Invertebrate Paleontology
Geologic Maps
Applied Problems in Geology
Fossil Collecting
Applied Problems in Geology
Presentation of Reports and Projects
Note: This Syllabus and Schedule are subject to change. Students will receive in writing any changes
to this Syllabus and Schedule.
02/18/16
6
Historical Geology Schedule
Spring 2010 (102)
Tues 1/12 Syllabus.
Introduction to Historical Geology.
Chapter 1 – pp. 1-17.
Geological History of the Mediterranean Sea.
1
Thur 1/14 Geologic Time.
Chapter 4 – pp. 65-84 and Chapter 5 – pp. 85–93, 98-106.
Lab: Time and Ordering of Geologic Events.
Tues 1/19 Minerals.
Chapter 2 – pp. 18–24 and Appendix C – pp. 427-429.
2
Thur 1/21 Rocks.
Chapter 2 – pp. 24-36 and Lab Manual – pp. 1-7.
Lab: Rocks and Minerals.
Tues 1/26 Formation of Sedimentary Rocks
Chapter 6 – pp. 109-125and Lab Manual pp. 1-37.
3
Thur 1/28 Interpretation of Sedimentary Rocks.
Chapter 6 - pp. 125-130 and Chapter 5 – pp. 85-108.
Lab: Sedimentary Rocks and Sedimentary Structures
Tues 2/2
Earthquakes and Earth’s Interior
Chapter 1 – pp. 10-13.
Thur 2/4
Plate Tectonics.
Chapter 3 - pp. 37-64.
Lab: Plate Tectonics
Tues 2/9
Homework #1 due and Exam #1 - Chapters 1, 2, 3, 4, 5, 6.
Concepts of Historical Geology and Plate Tectonics.
4
5
Thur 2/11 Origins - Universe, Solar System, Earth, Atmosphere, and Ocean.
Chapter 1 - pp. 5-10 and Chapter 8 – pp. 163-165.
Lab: Elsing Museum
Tues 2/16 The Moon and Meteorites.
6
Thur 2/18 Geology of the Archean Eon
Chapter 8 - pp. 153-163, 169-172.
Lab: Physical Stratigraphy
02/18/16
7
Tues 2/23 Geology of the Proterozoic Eon.
Chapter 9 - pp. 173-185, 191-195.
7
Thur 2/25 Paleontology, Taxonomy, Fossils, Fossilization.
Chapter 5 - pp. 93-98 and Appendix B – pp. 422-426.
Lab: Fossils and Fossilization.
Tues 3/2
Life during the Precambrian.
Chapter 8 - pp. 165-169, and Chapter 9 – pp. 185-191.
Thur 3/4
Paleoecology.
Chapter 5 - pp. 85-93, 98-106.
Lab: Fossils and Age Determination.
Tues 3/9
Evolution.
Chapter 7 – pp. 131-152.
8
9
Thur 3/11 Homework #2 due and Exam #2 - Chapters 5, 7, 8, 9.
Earth's Beginnings, Fossils and Fossilization.
Lab: Downtown Geology Field Trip.
March 15 - March 21: No Class - Spring Break.
10
Tues 3/23 Invertebrate Life during the Paleozoic Era.
Chapter 12 - pp. 240-259.
11
Thur 3/25 Invertebrate Paleontology.
Chapter 15 – pp. 304-306 and Chapter 18 – pp. 378-381.
Lab: Invertebrate Paleontology.
Tues 3/30 Geology of the Early Paleozoic Era.
Chapter 10 - pp. 196-216.
Thur 4/1
Geology of the Late Paleozoic Era.
Chapter 11 - pp. 217-239.
Lab: Geologic Maps
Tues 4/6
Geology of the Mesozoic Era.
Chapter 14 - pp. 281-302.
Thur 4/8
Geology of the Mesozoic Era
Chapter 14 - pp. 281-302.
Lab: Applied Problems in Geology
12
13
Tues 4/13 Homework #3 due and Exam #3 - Chapters 12, 10, 11, 14.
Invertebrate Paleontology, Paleozoic and Mesozoic Geology.
02/18/16
8
14
Thur 4/15 Geology of the Cenozoic Era.
Chapter 16 - pp. 328-352.
Lab: Fossil Collecting
Tues 4/20 Pleistocene Glaciation.
Chapter 17 - pp. 353-375.
15
Thur 4/22 Plants and Insects.
pp. 267, 271-280, 308-309, 327, 381-382.
Lab: Applied Problems in Geology
Tues 4/27 Vertebrates, Dinosaurs, Mammals.
pp. 260-271, 280, 307-327, 383-399.
16
Thur 4/29 Primate and Human Evolution.
Chapter 19 - pp. 400-414.
Lab: Presentation of Reports and Projects.
Tues 5/6
Homework #4 due and Exam 4 Chapters 13, 15, 16, 17, 18, 19.
Cenozoic Geology and Life, Plant and Vertebrate Paleontology.
How to Calculate Historical Geology Grade
Grade Scale
Grade Distribution
90 - 100%
80 - 89%
70 - 79%
60 - 69%
Exams
= 40%
Homework
= 25%
Lab Exercises
= 25%
Report/Special Project = 10%
=A
=B
=C
=D
Your Exam Points x 0.4 = Exam Points
Possible Points
Your Homework Points x 0.25 = Homework Points
Possible Points
Your Lab Points
Possible Points
x
0.25 = Lab Points
Your Report Points x 0.10 = Report Points
Possible Points
Extra Credit is added to only Your Points and is not added to the Possible Points.
Grade = (Exam Pts + Homework Pts + Lab Pts + Report Pts) x 100
02/18/16
9
17
Historical Geology Homework Assignments
Each question is worth 2 points.
Due February 9 for Exam 1. Concepts of Historical Geology and Plate Tectonics.
Chapter 2 – Minerals and Rocks.
1 (11). How do plutonic rocks differ from volcanic rocks? Give one example of each.
2 (15). Compare regional and contact metamorphism.
Give an example of a rock that forms under each condition.
3 (20). What are the two groups of silicate minerals, and how do they differ from one another?
Chapter 3 – Plate Tectonics: A Unifying Theory.
4 (13). Why was the continental drift hypothesis proposed by Wegener, rejected by so many
geologists for so long?
5 (17). Explain why such natural disasters as volcanic eruptions and earthquakes are associated with
divergent and convergent plate boundaries.
6 (20). Plate tectonics theory builds on the continental drift hypothesis and the theory of seafloor
spreading. As such, it is a unifying theory of geology. Explain why it is a unifying theory.
Chapter 4 – Geologic Time: Concepts and Principles.
7 (13). Describe the principle of uniformitarianism according to Hutton and Lyell.
What is the significance of this principle?
8 (14). If you wanted to calculate the absolute age of an intrusive body, what information would you
need?
9 (19). Why do igneous rocks yield the most accurate radiometric dates?
Why can’t sedimentary rocks be dated radiometrically?
What problems are encountered in dating metamorphic rocks?
Chapter 5 – Rocks, Fossils and Time.
10 (11). How were the principles of superposition and faunal succession used to piece together the
relative geologic time scale?
11 (18). How can you use the principle of uniformitarianism to interpret events that no one witnessed,
such as the origin of an ancient wind-blown dune deposit?
Chapter 6 – Sedimentary Rocks.
12 (11). Under what conditions are evaporites deposited, and what are the most common evaporite
rocks?
13 (15). What are the similarities and differences between wave-formed ripple marks and current
ripple marks?
14 (19). Why are sets of cross-beds dipping in opposite directions found on tidal flats?
15 (20). Describe the sedimentary properties of rounding and sorting.
Explain how they useful in environmental analyses?
02/18/16
10
Extra Credit (2 points each).
Chapter 1 – The dynamic and Evolving Earth.
16 (13). Explain how the principle of uniformitarianism allows for catastrophic events.
Chapter 3 - Plate Tectonics.
17 (18). In addition to the volcanic eruptions and earthquakes associated with convergent and
divergent plate boundaries, why are these boundaries also important to the formation and
accumulation of various metallic ore deposits?
Chapter 5 – Rocks, Fossils and Time.
18 (AYK2). While visiting one of our national parks, you observe the following sequence of rocks:
marine fossil-bearing limestone, shale, and sandstone, all inclined at 50 degrees. Lying over these
rocks is a horizontal layer of mudstone baked by basalt overlying it. Finally, at the top of the
sequence is a sandstone with inclusions of basalt. Decipher the geologic history of this area.
Due March 11 for Exam 2. Earth Beginnings. Fossils and Fossilization.
Chapter 1 – The Dynamic and Evolving Earth.
1. Discuss how the three major layers of Earth differ from each other and why the differentiation into
a layered planet is probably the most significant event in Earth history.
2. What two fundamental phenomena indicate that the Big Bang occurred?
3. If the oldest terrestrial rocks are 3.96 billion years old, why do geologists think Earth is 4.6 billion
years old?
Chapter 7 - Evolution.
4 (11). Does natural selection really mean that only the biggest, strongest, and fastest will survive?
Explain.
5 (13). What criteria are important in defining a vestigial structure? Give some examples.
6 (19). What kinds of evidence should we find in the fossil record if the theory of evolution is correct?
Chapter 8 – Precambrian History: The Archean Eon.
7 (13). Explain the two processes that accounted for adding free oxygen to Earth’s early atmosphere?
Which one was the most important?
8. Where is the Precambrian North American craton exposed other than in the Canadian Shield?
How do you account for its presence in these areas?
9 (18). Why is it so difficult to apply the principle of superposition and to determine time-stratigraphic
relationships among Archean rocks?
Chapter 9 – Precambrian History: The Proterozoic Eon.
10 (12). Where is the Midcontinent rift, how did it form, and what kinds of rocks are found in it?
11 (14). How do banded iron formations and continental red beds provide evidence about changes in
Earth’s Proterozoic atmosphere?
12 (17). You encounter an outcrop of what appears to be tillite. What kinds of evidence would be
useful for concluding that this material was deposited by glaciers?
02/18/16
11
Fossils and Fossilization.
13. Describe the ideal conditions for preserving an organism as a fossil.
14. Explain the meaning of body fossils and trace fossils, give an example of each.
15. We know that fossil collecting can be fun, discuss at least three other reasons for collecting and
studying fossils.
Extra Credit (2 points each).
Chapter 7 – Evolution.
16 (15). What are the concepts of phyletic gradualism and punctuated equilibrium?
Is there any evidence supporting either?
Chapter 8 – The Archean Eon.
17 (16). Some of the rocks in greenstone belts are described as greywacke and argillite.
What are these rocks and how were they likely deposited?
Chapter 9 – The Proterozoic Eon.
18 (19). How did the style of crustal evolution for the Archean and Proterozoic differ?
Due April 13 for Exam 3. Invertebrate Paleontology, Paleozoic and Mesozoic Geology.
Chapter 12 - Life of the Paleozoic Era: Invertebrates.
1 (17). Discuss the significance of the appearance of the first shelled animals and possible causes for
the acquisition of a mineralized exoskeleton.
2 (19). What are the major differences between the Cambrian marine community and the Ordovician
marine community?
3 (20). Discuss some of the possible causes for the Permian mass extinction.
Chapter 10 – Geology of the Early Paleozoic Era.
4 (14). What are some methods geologists can use to determine the locations of continents during the
Paleozoic Era?
5 (16). Discuss how the Cambrian rocks of the Grand Canyon illustrate the sedimentation patterns of a
transgressive sea.
6 (19). Discuss how the evaporites of the Michigan Basin may have formed during the Silurian
Period.
7 (20). What evidence in the geologic record indicates that the Taconic orogeny occurred?
Chapter 11 – Geology of the Late Paleozoic Era.
8 (14). What was the relationship between the Ouachita orogeny and the cratonic uplifts on the craton
during the Pennsylvanian Period?
9 (15). Based on the discussion of Milankovitch cycles and their role in causing glacial-interglacial
cycles (see Chapter 17), could these cycles be partly responsible for the transgressiveregressive cycles that resulted in cyclothems during the Pennsylvanian Period?
10 (19). How are the Caledonian, Acadian, Ouachita, Hercynian and Alleghenian orogenies related to
modern concepts of plate tectonics?
11 (20). How does the origin of evaporate deposits of the Kaskaskia Sequence compare with the
origin of evaporites of the Tippecanoe Sequence?
02/18/16
12
Chapter 14 – Geology of the Mesozoic Era.
12 (13). Why are Mesozoic-age coals mostly lignite and bituminous, whereas Paleozoic-age coals
tend to be high-grade bituminous and anthracite?
13 (15). How did the Mesozoic rifting that took place on the East Coast of North America affect the
tectonic in the Cordilleran mobile belt?
14 (16). Compare the tectonic setting and depositional environment of the Gulf of Mexico evaporites
with the evaporite sequences of the Paleozoic Era.
15 (20). Explain and diagram how increased seafloor spreading can cause a rise in sea level along the
continental margins.
Extra Credit (2 points each).
Chapter 10 – Geology of the Early Paleozoic Era.
16 (18). What evidence indicates that the Iapetus Ocean began closing during the Middle Ordovician?
Chapter 11 – Geology of the Late Paleozoic Era.
17 (17). What were the major differences among the Appalachian, Ouachita and Cordilleran mobile
belts during the Paleozoic Era?
Chapter 14 – Geology of the Mesozoic Era.
18 (14). From a plate tectonic perspective, how does the orogenic activity that occurred in the
cordilleran mobile belt during the Mesozoic Era differ from that which took place in the
Appalachian mobile belt during the Paleozoic?
Due May 6 for Exam 4. Cenozoic Geology and Life, Plant and Vertebrate Paleontology.
Chapter 13 - Life of the Paleozoic Era: Vertebrates and Plants.
1 (17). Describe the problems that had to be overcome before organisms could inhabit and completely
colonize the land.
2 (18). Discuss the significance and possible advantages of the pelycosaur sail.
3 (19). Why were the reptiles so much more successful at extending their habitat than the amphibians?
Chapter 15 – Life of the Mesozoic Era.
4 (14). Summarize the evidence that convinces many geologists that an asteroid impact occurred at the
end of the Mesozoic.
5 (15). What are the three main groups of mammals and how do they differ from one another?
6 (18). What are the two main groups of dinosaurs and how do they differ from one another?
7 (19). Why do scientists think that at least some dinosaurs were warm-blooded?
Chapter 16 – Cenozoic Geologic History: Tertiary Period.
8 (14). What features are shared by the Gulf Coastal Plain and the Atlantic Coastal Plain?
Are there any differences between these two areas?
9 (18). What kinds of sedimentary rocks are found on the Great Plains, and what was the source of the
sediment?
Chapter 17 – Cenozoic Geologic History: Quaternary Period.
10 (12). How does the landscape formed by erosion by continental glaciers differ from that eroded by
valley glaciers?
11 (19). What accounts for the ongoing eruptions of volcanoes in the Cascade Range, and why are
there no volcanoes along the rest of the U.S. Pacific coast other than Alaska?
02/18/16
13
Chapter 18 – Life of the Cenozoic Era.
12 (12). What are the major evolutionary trends in hoofed mammals that adapted to a grazing, open
plains habitat?
13 (13). Why are so many fossil mammals known from western North America, whereas few have
been found in the east?
14 (16). Discuss three evolutionary trends seen in whales?
Chapter 19 – Evolution of the Primates and Humans.
15 (15). What are the main differences between the Neanderthals and Cro-Magnons?
Extra Credit (2 points each).
Chapter 15 – Life of the Mesozoic Era.
16 (17). What were the main communities of plants during the Triassic, Jurassic and Cretaceous
periods? Which one predominates now and why has it been so successful?
Chapter 16 – Cenozoic Geologic History: Tertiary Period.
17 (17). What and where is the Basin and Range Province?
Explain what caused the structures typical of this region?
Chapter 17 – Cenozoic Geologic History: Quaternary Period.
18 (13). What was the Little Ice Age, when did it occur, and what impact did it have on humans?
02/18/16
14