Sills Sautéing Shales: Did Karoo Intrusions into the Ecca Formation cause the Toarcian Ocean Anoxic Event?

Author(s):  
Sean P. Gaynor ◽  
Urs Schaltegger ◽  
Henrik Svensen

<p>Eruptions of Large Igneous Provinces (LIP) are commonly correlated with global climate change, and environmental, as well as biological, crises. However, establishing a causative link via chemical and physical proxies for global change is more complicated and often ambiguous. As technical improvements have allowed for increasingly higher precision dates especially in U/Pb dating, it is possible to better assess hypotheses connecting LIP’s and environmental impact via their contemporaneity. Here, we focus on the early Jurassic period, which includes a period of global change known as the Toarcian oceanic anoxic event (TOAE), as well as emplacement of the Karoo Large Igneous Province (K-LIP). Previous work has tied these two events together due to overlapping chronology and observed metamorphism and degassing (e.g., Svensen et al., 2012; Sell et al., 2014), and excellent exposure allows for extensive sampling of both the intrusive and extrusive components of the K-LIP. Therefore it is possible to directly study the influence of intrusive LIP magmatism on potential climate forcing.</p><p>The K-LIP is comprised of a suite of basaltic lava flows, sills, dike swarms, centered in southern Africa. Approximately 340,000 km<sup>3</sup> of sills are interlaid within the Karoo Basin, and therefore served as significant heat source to the basin upon emplacement. While much of the sedimentary rocks of the basin are siliciclastic, the Ecca Group contains organic-rich facies and hosts 160,000 km<sup>3</sup> of basaltic sills (Svensen et al., 2012). This unit is therefore uniquely capable of generating large volumes of thermogenic gas through thermal metamorphism of the organic matter of the shale. Previous mass balance calculations indicate that between 7,000 and 27,000 Gt of CO<sub>2</sub> equivalents was released through metamorphic reactions in contact aureoles within the Ecca Group (Svensen et al. 2007). If intrusive magmatism was short lived within this formation, causing rapid volatilization and degassing from the shales, than this event could represent a mechanism to drive a short pulse of global climate change. Previous studies have shown that intrusions are coeval with the TOAE (Svensen et al., 2012; Corfu et al. 2016), however higher-precision geochronology data from the sills is necessary to determine if the flux and timing of thermogenic gases from the basin was sufficiently high to destabilize Earth’s climate. In order to test the hypothesis, we present single crystal U-Pb zircon dates from sills across the Ecca Group. These data will be used (i) to quantify the duration and flux rate of carbon gas during the intrusive event, and (ii) to better understand how and to what extent K-LIP intrusive activity and associated thermogenic gas release of Ecca wall rocks were able to drive global climate change.</p><p> </p><p>Corfu, F., et al., (2016) EPSL, 434, 349-352.</p><p>Sell, B., et al., (2014) EPSL, 408, 48-56.</p><p>Svensen, H., et al., (2007) EPSL, 3-4, 554-566.</p><p>Svensen, H., et al., (2012) EPSL, 325-326, 1–9.</p>

1999 ◽  
Vol 33 (1) ◽  
pp. 81-84
Author(s):  
Jinro Ukila ◽  
Moloyoshi Ikeda

The Frontier Research System for Global Change—the International Arctic Research Center (Frontier-IARC) is a research program funded by the Frontier Research System for Global Change. The program is jointly run under a cooperative agreement between the Frontier Research System for Global Change and the University of Alaska Fairbanks. The aim of the program is to understand the role of the Arctic region in global climate change. The program concentrates its research effort initially on the areas of air-sea-ice interactions, bio-geochemical processes and the ecosystem. To understand the arctic climate system in the context of global climate change, we focus on mechanisms controlling arctic-subarctic interactions, and identify three key components: the freshwater balance, the energy balance, and the large-scale atmospheric processes. Knowledge of details of these components and their interactions will be gained through long-term monitoring, process studies, and modeling; our focus will be on the latter two categories.


2015 ◽  
Vol 32 (5) ◽  
pp. 258-271 ◽  
Author(s):  
Gilbert Ahamer

Purpose – The purpose of this paper is to explore how learning technology could be applied to the development of educational tools for global climate change. The task to be performed in an informed dialogue is to assess the causes and drivers for global climate change and to produce an improved basis of scientific understanding for the implementation of the climate protection targets suggested for each country. By character, this approach integrates the political and the scientific level. Design/methodology/approach – The paper applies learning theories and options for educational technologies to socio-economic, technological, biospheric, political and scientific themes relevant to present climate change. Findings – Drivers, effects and subsequent measures are subject to highly nonlinear effects. Thus, the combination of a (scientific, fact based) “Global Change Data Base” and a (dialogic, communication based) discourse (in the spirit of “Surfing Global Change”) seems best suitable to produce solutions for the seemingly unresolvable issues of climate protection. This combination of approaches is entitled “Tackle the Task of a Transition through Technological Targets (T5)” and allows the application of hypotheses generated by students in a scaffolded setting of discursive learning. Social implications – Suggestions for CO2 abatement measures are currently passing the process of political negotiation in all countries in the world. The different views and patterns of ethical values are harmonised during the T5 learning process and symbolise the required political process of consensus finding among and between different ministries, countries and global interest groups. Originality/value – This approach includes social and natural driving factors such as population, land use, economics, politics, energy systems, the global carbon cycle, biosphere and climate, and thus offers a more comprehensive learning endeavour than many other approaches.


Author(s):  
Gilbert Ahamer

In order to apply web-supported education to solve one of the foremost issues revolutionizing our life on the planet Earth, this chapter focuses on global climate change and its driving forces from a both didactic and scientific perspective. It describes how to “tackle the task of a transition through technological targets” (T5). It suggests a technology-oriented quantitative approach based on the “Global Change Data Base” for the sharing of hypotheses, scenarios, political applications, and didactic strategies related to planning, developing, managing, using and evaluating technological targets towards climate protection and global sustainability in academia, administration, education and policy consulting. The complete logical chain of cause and effect from social drivers to CO2 emission and climate change is used as an educational basis for advocating the global necessity and potential technological feasibility of CO2 reduction. Students negotiate global structural transitions and a set of CO2 abatement measures (similar to the game “Surfing Global Change”).


Author(s):  
Gilbert Ahamer

In order to apply web-supported education to solve one of the foremost issues revolutionizing our life on the planet Earth, this chapter focuses on global climate change and its driving forces from a both didactic and scientific perspective. It describes how to “tackle the task of a transition through technological targets” (T5). It suggests a technology-oriented quantitative approach based on the “Global Change Data Base” for the sharing of hypotheses, scenarios, political applications, and didactic strategies related to planning, developing, managing, using and evaluating technological targets towards climate protection and global sustainability in academia, administration, education and policy consulting. The complete logical chain of cause and effect from social drivers to CO2 emission and climate change is used as an educational basis for advocating the global necessity and potential technological feasibility of CO2 reduction. Students negotiate global structural transitions and a set of CO2 abatement measures (similar to the game “Surfing Global Change”).


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