- Class Number 3534
- Term Code 3030
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Prof Jochen Brocks
- Lennart van Maldegem
- Dr Shimona Kealy
- Dr Simon Haberle
- Class Dates
- Class Start Date 24/02/2020
- Class End Date 05/06/2020
- Census Date 08/05/2020
- Last Date to Enrol 02/03/2020
- Tharika Liyanage
This course explores the origin of life on our planet, from the emergence of cells to the appearance of humans. You will gain an advanced understanding of our place in the universe as the descendants of an unbroken line of ancestors - from the first microorganisms, the emergence of complex cells, the appearance of multicellular life and the evolution of animals over the past 600 million years, in the oceans and on land. You will also explore how we may find life on other planets in our solar system. The course will emphasize how the geology and chemistry of planet Earth was influenced by the evolution of new metabolisms and traits of life, and how biological evolution was steered by geological process. The focus will be an advanced understanding of major events such as the Great Oxygenation Event, the rise of algae, Snowball Earth events, the emergence of the Ediacara biota, the Cambrian explosion, major mass extinction events that saw the turnover of entire ecosystems, including the demise of dinosaurs, turnover of plankton in the oceans through time, and the emergence of new reef building structures. The course will provide an overview of the major groups of plant and animal fossils, including critical evaluation of numerous fossil specimens, and an understanding how fossils, microfossils and molecular fossils are used to reconstruct ancient environments and ecosystems.
Upon successful completion, students will have the knowledge and skills to:
- Demonstrate an understanding of the geological, chemical and biological processes that determined the co-evolution of life and environments on planet Earth;
- Interpret the evolutionary and ecological significance of the form and function of fossils of extinct organisms;
- Synthesize knowledge about evolutionary biological and geological processes to understand the changing diversity and increasing complexity of life through time;
- Perform independent research on a paleontological or geobiological subject.
The lecture and practical components of this course will support students, within team environments, to analyse and evaluate both well- and previously uncharacterised fossiliferous geological materials. Students will be required to synthesise their own observations with those of the literature, and apply the concepts and principles of palaeontology, in order to create their own palaeoenvironmental reconstructions.
Classes will involve group work and have an expectation that student will complete research of topics between classes.
The Convenor and guest lecturers are world experts and active researchers in their respective fields. All staff have a strong interest in geobiology as a future research discipline uniting the worlds of geology, biology, geochemistry and evolution.
Additional Course Costs
Examination Material or equipment
Students will be given feedback in the following forms in this course:
- verbal private constructive feedback after your presentation
- feedback to whole class, groups, individuals, focus group etc
ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
|Week/Session||Summary of Activities||Assessment|
|1||Introduction to geobiology and paleontology and the geological timescale, Darwin’s view of the history of life, the historical hunt for the oldest fossils, the origin of planet Earth, prerequisites for the origin of life and the earliest physical evidence for life, and life on other planets.||The first practical is a card game to familarize yourself with the geological time scale.|
|2||Early evolution from the biology of stromatolites to the causes and consequences of the Great Oxygenation Event at 2.4 billion years ago, introduction of the concept of molecular fossils (with a basic introduction for non-chemists), organic matter in the geological record, formation of hydrocarbon resources.||Practical includes documentaries and discussions about life elsewhere in the universe|
|3||Life during the Boring Billion years (1.8 to 0.8 billion years ago), the emergence of predatory organisms 800 Ma ago, the Snowball Earth glaciations, the Rise of Algae and its connection to the emergence of animals.|
|4||The enigmatic Ediacara biota and the origin of the first animals, the Cambrian explosion.||Practical includes documentaries and discussions about early life on Earth|
|5||The Paleozoic from the Devonian to the Permian, the history and morphology of extinct taxa including trilobites and other arthropods, graptolites, conodonts and the concept of index fossils. Life, mass extinctions and fossils of the Palaeozoic.||Hands on work on fossils|
|6||Life, mass extinctions and fossils of the Mesozoic and Caenozoic||Hands on work on fossils|
|7||Reefs through time: concepts and importance. Basic reef building organisms, Archeaocyathids, stromatolites, stromatoporoids, Palaeozoic vs modern corals, rudists, brachs and others.||Hands on work on reef building fossils|
|8||Micropalaeontology with an emphasis on foraminifera||Practical includes hands on work on microfossils|
|9||The concept of the Punctuated Equilibrium, the palaeontology of humans in Australia, and the future of Australia|
|10||The evolution of plants through time, with emphasis of the Australian continent, including excursion to the botanical gardens.||Visit to the botanical gardens|
|11||The early evolution of mammals, marsupials and the extinction of the megafauna, recognizing and understanding skeletons and skulls||Hands on work on mammlian and other skulls and bones.|
|12||Student projects including a choice of about 70 paleontological/geobiological/evolutionary subjects and concepts not covered during the lecture (such as evolution of flight, evolution of the eye, evolution of birds, living fossils, dinosaur subjects). Each student project includes a presentation, question time.||Each student will receive private constructive feedback from the convenor.|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|First Written Examination||40 %||30/03/2020||24/04/2020||1,2,3|
|Student presentation||20 %||*||*||1,2,3|
|Second Written Examination||40 %||04/06/2020||02/07/2020||4|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:
- Student Assessment (Coursework) Policy and Procedure
- Special Assessment Consideration Policy and General Information
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
Moderation of Assessment
Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Participation in the practicals is compulsory, and participation in the student presentations of your peers strongly encouraged.
There will be two written examinations. The first will cover the first 6 weeks of the course and will be held in the first week after the break. The second written examination will cover weeks 7 to 12 and will be in the examination period.
Please note, that where a date range is used in the Assessment Summary in relation to exams, the due date and return date for mid-semester exams indicate the approximate timeframe in which the exam will be held; the due and return date for end of semester exams indicate the approximate timeframe in which the exam will be held and the date official end of Semester results are released on ISIS. Students should consult the course wattle site and the ANU final examination timetable to confirm the date, time and venue of the exam.
Assessment Task 1
Learning Outcomes: 1,2,3
First Written Examination
The first written exam will cover the first 6 weeks of the course and will be held in the first week after the break. The format of the test will be discussed with the class - the test will be held in class. It will include 10 to 15 questions where keywords, short written answers and drawings will be required. The assessment time in 120 minutes.
Please check the course Wattle site and the ANU Examination Timetable to confirm the date, time and location of the mid-semester exam.
Assessment Task 2
Learning Outcomes: 1,2,3
Oral student presentations will be given in the second half of the course. The length of these presentations depends on enrolment numbers, but is usually 12 minutes plus 3 minutes question time where the class discussed questions from the audience. The convenor will give a session explaining how to prepare for a presentation, exactly what is expected and will be important and how it will be assessed, including resources where students can find more tips and instructions. Students can chose from a list of exciting topics.
Students will present on different dates, most likely within the last two weeks of the Semester. Dates will be discussed in class.
Assessment Task 3
Learning Outcomes: 4
Second Written Examination
The second written examination will cover weeks 7 to 12 only, and will be in the examination period. It will be 120 minutes long and will have a similar format to test 1.
The date range in the Assessment Summary indicates the start of the end of semester exam period and the date official end of semester results are released on ISIS. Please check the ANU final Examination Timetable http://www.anu.edu.au/students/program-administration/assessments-exams/examination-timetable to confirm the date, time and location exam.
Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.
The ANU commits to assisting all members of our community to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to be familiar with the academic integrity principle and Academic Misconduct Rule, uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with.
The Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.
Students will bring their PowerPoint presentation on an USB drive to class and provide a copy to the convenor at least one day before the presentation.
Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:
- Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.
Each student will receive private constructive feedback from the convenor immediately after their presentation.
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Resubmission of Assignments
Distribution of grades policy
Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.
Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for students
The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Jochen Brocks is a palaeobiogeochemist at the Research School of Earth Sciences, Australian National University. To find clues about early evolution and biological processes in Precambrian oceans he studies molecular fossils of biological lipids extracted from billion-year old sedimentary rocks.
Prof Jochen Brocks
Lennart van Maldegem
Dr Shimona Kealy
Dr Simon Haberle