"The past is the key to the present, and may just be the hope for the future." -attributed to paleontologist G. J. Vermeij
A common misconception held by most people is that all fossils represent species of organisms that are no longer living. Corollary to this false assumption is a subliminal message that fossils represent long past histories, and therefore, are of little consequence to issues facing society today. One of the major thrusts of the History of Earth (Geology 113) course is to make you aware that past events of earth history have helped to shape the present state of affairs on earth. In order for us to understand present processes and issues, and develop policies and actions for the future, we need to understand this past history. G. J. Vermeij's quotation above aptly reflects this premise.
One particular group of fossil organism is today in the thick of an international controversy that involves responsibilities of society, human livelihood, national economy, wildlife conservation, earth history, and biodiversity. This organism is the coelacanth fish. Briefly, the coelacanth (Latimeria) is a fish that was once thought to have gone into extinction along with the dinosaurs at the end of the Cretaceous Period some 65 million years ago. In 1938, however, live specimens were caught in fishnets off of Madagascar thus earning the coelacanth the status of "living fossil" and this survival clearly has significant scientific value. As a matter of fact, this fish is at the heart of evolutionary studies that aim to find the origin of land animals, or tetrapods (including ourselves).
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There are social-economic issues associated with the coelacanth organism also in that conservation of the species involves making changes in fishing practices that affect developing economies. What to do is far from being "cut-and-dried" because there are a myriad of view points and several nations have become involved in the issue. We are going to use the coelacanth issue to illustrate the need to be aware of earth history issues when dealing with the present and future of life on earth and to explore our responsibility to global society in general.
ASSIGNMENT:
1. You are to prepare the week before lab by reading some background information on the coelacanth to provide you with the scientific significance of the fish. Outside readings are on reserve in the library or in most cases can be accessed via internet..
A. Read the information on coelacanths from your textbook (p. 364).
B. Read the following articles on reserve in the library:
1. Brown, L.E. 1995, The lesson of Latimeria: a false missing link that convinced many of the reality of evolution: American Biology Teacher, 57 (4): 202-207. http://library.utm.edu/search/rGeology+113/rgeology+113/1,1,1,B/l856~1302331&FF=rgeology+113&1,,0,1,0
2. Gorr, R. and T. Kleinschmidt. 1994. Evolutionary relationships of the coelacanth, pp 170-180, in M. Slatkin (ed), Exploring Evolutionary Biology: Readings from American Scientist. If time permits look up some of the references listed .
3. MacKenzie, D. 1995. End of the line for living fossil.: New Scientist, May 20, 1995, p 14-15. http://library.utm.edu/search/rGeology+113/rgeology+113/1,1,1,B/l856~1302330&FF=rgeology+113&1,,0,1,0
4. MacKenzie D., 1995. Can the coelacanth be saved? New Scientist, April 29, 1995, p. 6. http://library.utm.edu/search/rGeology+113/rgeology+113/1,1,1,B/l856~1302328&FF=rgeology+113&1,,0,1,0
5. M.S. (or anonymous) 1999. A second living-fossil species?: Science News, 155-267. http://library.utm.edu/search/rGeology+113/rgeology+113/1,1,1,B/l856~1302329&FF=rgeology+113&1,,0,1,0
6. Thomas, K.S. 1999. The coelacanth: act three: American Scientist, 87 (May-June), 213-215. http://library.utm.edu/search/rGeology+113/rgeology+113/1,1,1,B/l856~1302332&FF=rgeology+113&1,,0,1,0
C. Vist the library resource page on the internet and search for additional information from geo-ref http://www.utm.edu/departments/acadpro/library/catalog/edatabases.php#G (some abstracts are available online). Another database which may be helpful is Ebsco which is available a trial basis at http://www.utm.edu/departments/acadpro/library/catalog/fulltext.php. From this location you can access entire articles which relate to your topic.
D. Do a general search additional articles of your own find that you feel are pertinent to the issue. These should be included in your annotated bibliography even if you do not refer to them in your paper.
E. Prepare an annotated bibliography of sites and articles that you viewed in preparation for this exercise. You must include a minimum of ten references. Refer to http://www.unc.edu/depts/wcweb/handouts/cbe.html for examples and instructions on citing sources in geologic papers. Refer to http://campusgw.library.cornell.edu/newhelp/res_strategy/citing/annotated.html for information about annotated bibliographies.
2.. You will write a reaction paper on this issue. Take a position and defend it vigorously. Cite the references (including web sites) using scientific citation style discussed in class. This paper will be due at the beginning of the laboratory designated for the "Coelacanth Town Hall Meeting."
3.. Immediately after the papers are turned in, the class will be divided into different "factions" that are involved in the debate over the coelacanth conservation issue (e.g. scientists, fishermen, Greenpeace, U.S. government officials, local government officials, media, etc.). Your charge will be to adopt the viewpoint of that group and debate your adopted view with the other groups. Ultimately you are trying to convince a panel of judges (composed of geology majors, professors, and interested parties) to adopt your policy. Your personal standpoint does not matter in this debate. It is therefore important that you understand your opponent's viewpoints. You will need to have group meetings to plan your strategy. The debate will occur during the last lab period of the semester.
4. You may be expected to write a short essay concerning this issue at the conclusion of debate. If so, you will be asked to briefly summarize the coelocanth issue, state your original stand on the issue, explain any changes you may have made in this stand after the debate process, and then explain how this issue supports the need for citizens to be aware of earth history issues in general.
GRADING:
Your grade (excluding any exam questions or summary statement) will be based upon:
1. 30% on content of written report, especially your ability to support your point of view and provide a persuasive argument.
2. 30% on the writing mechanics (spelling, grammar, composition, etc.) of the written report.
3. 15% on your participation in the "public" debate (be active, not passive on the issue).
4. 20% on your ability to provide a persuasive argument must be based by some evidence, data, logic, and that you express this to the others).
5. 5% on your oral skills during the debate.
Additional information about Coelacanth
http://gombessa.tripod.com/associationforthepreservationofthecoelacanth/id6.html
Additional information about Comoros Islands
http://www.ksu.edu/sasw/comoros/comoros.html
http://www.globalpolicy.org/nations/flags/0425como.htm
http://www.wsws.org/articles/1999/may1999/como-m07.shtml
http://www.sltrib.com/2002/mar/03242002/travel/721515.htm
http://www.nationalgeographic.com/wildworld/profiles/terrestrial/at/at0105.html