The Earth through geologic time

Author(s):  
JERRY B. MARION
Keyword(s):  
Author(s):  
Elisabeth Ervin-Blankenheim

This book is a scientific, historical, and philosophical narrative for general readers that explores the relationship between humans and the Earth and the geologic principles of time, plate tectonics, and change in life forms. Illustrated with striking historical maps, figures, and pictures, this comprehensive work can be read as a thrilling biography of the Earth itself, including narrative sections on the lives of pioneering geologists; the reality and sublimity of geologic time; the birth, destruction, and rebirth of the planet and its atmosphere over repeated cycles spanning some 4-plus billion years; the science underlying both mountain building and oceanic evolution; the influence of climate change and species extinction on the development of the Earth; and the interplay between not only how Earth has influenced life but how life, in turn, has distinctly shaped our planet.


2021 ◽  
Vol 40 (2) ◽  
pp. 293-331
Author(s):  
GIAN BATTISTA VAI

Anniversaries for the two founding fathers of geology occurring in the same year prompted a comparative evaluation of how the two contributed to establishing the basic principles of the discipline. To do so, passages from their publications, codices and manuscripts have been quoted directly. The Stenonian principles (‘original horizontality’, ‘original continuity’, and ‘superposition of individual strata’) are present in Leonardo’s notebooks amazingly formulated, using similar wording when studying the same area more than 150 years earlier. Also, Stenonian priority in naming and explaining geological concepts and processes (e.g., faulting, folding, angular unconformity, relative chronology) are mirrored in Leonardo’s writings and pictorial works. While Steno enjoys priority in stepwise restoration of the geological history of a given region, Leonardo was the first to construct a 3D geological profile representation and geomorphologic maps. Lastly, the paper focuses on diverging stances of the two savants about the Noachian Deluge and the age of the Earth. Already 500 years ago, Leonardo had solved the question of marine fossil remains of organic origin found in the mountains implying the possibility of deep geologic time in a statement of ‘eternalism’. 350 years ago, Steno solved the same question in a different way in which he retained a basic role for the Deluge and assumed a short age for the Earth by focusing mainly on short-lived sedimentary and geomorphologic processes.


2021 ◽  
pp. 163-180
Author(s):  
Elisabeth Ervin-Blankenheim

The way the planet has changed through geologic time, and life on it, the account of the Earth, is the topic of this and the next three chapters, starting in this chapter with the Precambrian Supereon. The overarching principles of geologic time, plate tectonics, and evolution worked dynamically to create the biography of the planet. This chapter traces back to the recesses of the geologic record and early Earth, from its birth and the formation of the Moon through seven-eighths of its existence, a huge span of time. Early life forms emerged during this supereon in the Archean Eon and had a profound influence on other Earth systems. Life interacted and changed the chemistry of the atmosphere through photosynthesis, so much so that the changes are thought to have sent planetary systems over an edge into multiple “Snowball Earth” episodes when most of the planet froze over. In addition to the beginning of organic life and climate, the emergence and configuration of the continents during the Precambrian are covered. Events of this supereon set the stage for the burgeoning of life forms in the next eon, the Phanerozoic.


2020 ◽  
Author(s):  
Paloma Ramírez Vongrejova ◽  
María José Massé Rodríguez

<p><span>There is widespread agreement among my fellow colleagues who teach Geology that the History of our planet is a tough topic for teenagers. Unfortunately, not only is the subject considered boring but also useless by the majority of our school students.</span></p><p><span>Our experience teaching these contents in a traditional way has shown us that pupils vaguely remember anything. In order to give a different approach to this issue and, therefore, to promote meaningful learning, we have designed a project where students must be fully engaged.</span></p><p><span>First, the class was organized in cooperative learning groups, so they had to collaborate to complete the task. Then, they started the research period using laptop computers available in the school. Students now dealt with specific vocabulary such as the geologic time scale terms but also a variety of events that occurred from the very first moments, from the formation of the Earth itself to the development of the big reptiles that have always fascinated children and adults, especially their dramatic extinction.</span></p><p> <span><span>Once the topic was developed in detail, they were required to make a poster on scale with the information collected. It was undeniable that pictures or photographs must cover most of the poster as long as short sentences describing both biological and geological phenomena. What we were also concerned about their learning was to improve their creativity. Because of this, they were encouraged to make their own drawings.</span></span></p><p><span>Students really liked the activity, built stronger relationships between them and the final products were so amazing that were exhibited in the walls of the hallways outside their classroom.</span></p><p><span>All these events have been recorded in the rocks so geologists could unfold part of the mysteries of our History. Our teenagers discovered them an represented them for us to enjoy.</span></p>


2020 ◽  
Author(s):  
Claire Marie Guimond ◽  
Oliver Shorttle ◽  
John F. Rudge

<p>Topography is a crucial component of the Earth system: having rock exposed to the atmosphere lets surface temperatures self-regulate via silicate weathering, for example. However, there are limits to a lithosphere’s capacity to support mountains or valleys over geologic time. We see in our solar system that the range in a body’s elevations tends to decrease with increasing planet mass. These trends, inherent to planetary building materials, are modelled using well-studied concepts from geodynamics. As a first step, we predict feasible thermal evolutions and dynamic topography scaling relationships for rocky planets, eventually gearing to ask how massive a planet can be and still likely maintain subaerial land.</p>


2021 ◽  
pp. 47-68
Author(s):  
Elisabeth Ervin-Blankenheim

The time scale of geology—the first overarching precept in geology—and its development are the focus of this chapter. How did geologists determine the great age of the Earth through the spatial nature of geologic units and changes in fossils over time? There was no guidebook to the process of unraveling the Earth’s biography, and the discoveries proceeded step by step using observation and the development of hypotheses. Scientists such as Abraham Werner established principles to place rocks in order relative to one another, providing the beginning of understanding strata, their composition, sources, and life within them. Early estimates of the age of the Earth were on the order of thousands of years, carefully calculated based on the generations in the Bible. However, geologists such as James Hutton and Charles Lyell realized that the probable age of the Earth was much greater by examining the time it would take for processes, like sedimentation rates for a layer of sand or mud to be deposited to occur. From these observations, they deduced it would take orders of magnitude more time to build up great masses of rock layers, and the time scale of geology was extended millions of years.


2016 ◽  
Vol 78 (2) ◽  
pp. 137-140
Author(s):  
Lloyd H. Barrow

The purpose of this activity is to provide precollege biology students a visual representation of evolution. Unfortunately, many resources begin with the start of life, which ignores the fact that the Earth is 4.6 billion years old. This model uses adding-machine tape to sequence events. Representation of major evolutionary and geologic events helps students visualize macroevolution.


2020 ◽  
Vol 18 ◽  
pp. 1-10
Author(s):  
C. Soriano

In the coming years the Anthropocene will be likely submitted to formalization by the Anthropocene Working Group as a chronostratigraphic unit of the Geologic Time Scale. This has generated an increasing debate among detractors and defenders of its formalization in general, and of the proposal by the Anthropocene Working Group in particular. Here, the main issues regarding the Geologic Time Scale and the rules to formalize units, the empirical data supporting the Anthropocene formalization and the critiques to formalize it are critically reviewed. The procedure to formalize the Anthropocene is not dissimilar from those of the other units of the Geologic Time Scale and has been essentially based on stratigraphic and geologic criteria. Following the recommendation of the Anthropocene Working Group and based on the empirical evidence on the Anthropocene as it is expressed in strata and, more important, on the immanent and structural link between the Anthropocene and the reproduction of capital, it is proposed to define Capitalian as a Stage of the Anthropocene Epoch. In this way, a truly comprehensive understanding of the Earth history is obtained, which comprises the ultimate causes of the ongoing planetary transformation and its stratatigraphic expression.


2007 ◽  
Vol 30 (1) ◽  
pp. 168-174
Author(s):  
Ana Carolina Gelmini de Faria ◽  
Ana Carolina Maciel Vieira ◽  
Deusana Maria da Costa Machado ◽  
Juliana Silva de Matos ◽  
Luiza Corral Martins de Oliveira Ponciano ◽  
...  

Paleontology teaching must be an usual subject in the cultural formation. It is from it that man understands the history of Earth and its evolutionary process, giving a new look and perspective of what behaviors a society must adopt. In order that teaching of paleontology subjects gets a response back from society, other methods beside the basic didactic books must be explored for diffusion of educational and informative message, whit less academic terms and more attractively. Searching alternatives to fill such necessities, some of the available options are: Games, expositions, animations/documentaries and paradidactic books. These media have already been used by many scholars in the area, but can always be reworked and explored. The Laboratório de Estudos de Comunidades Paleozóicas (LECP) of the Universidade Federal do Estado do Rio de Janeiro (UNIRIO) has been using one of these alternatives. It is a project of elaboration of paradidactic books that a language directed to the infant-juvenile people was adopted to introduce paleontological concepts and fossiliferous localities - Maecuru e Ererê Formations (Amazonas Basin) - from Devonian Period. The referred project, although using a resource already available in Paleontology teaching, is innovator, because it deals with Brazilian formations of a geologic period unknown by the population. By alternative educational proposes the paleontology consolidates new process of interdisciplinary, necessary for diversified divulgation of its subjects. This new paleontology vision, when assimilated by the society, allow a conscientization about the biologics and non-biologics process that have occurred along the geologic time. A holistic conscience of the evolution of the Earth would help in the formation of a new society, which is already worrying about the balance and availability of the natural resources.


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