Chapter
Thirteen


•Late
Paleozoic
History

•A
tectonic
climax
and
retreat
of
the
sea.

•First..
Chapter
Thirteen
is
long…
read
it
first.

•Second..
Chapter
Thirteen
is
interesting…
read
it
again.


•Third..
At
this
point
in
time
some
of
the
information
you
have
been
reading
should
be

making
some
sense.

•This
chapter
talks
about
North
America
during
the
Carboniferous
and
the
Permian.

Mountain
ranges
are
being
formed,
seas
are
receding,
the
supercontinent
of
Pangaea
is

being
assembled..
Some
of
the
most
famous
features
of
our
globe
are
coming
together.

•Chapter
Thirteen

•During
major
orogenic
episodes
clastic
wedges
take
over
orogenic
belts
and
influence

cratonic
sedimentation.


•As
you
read
this
sentence…
obviously
this
is
full
of
geologic
terms.


•Orogenic

•Clastic

•Cratonic

•Sedimentation

•Wedges

•Belts

•This
is
causing
some
students
problems..
In
your
reading
you
are
not
stopping
to

understand
individual
words.


•As
you
are
reading….look
up
the
words…
if
you
do
not
know
what
they
mean
while
you

are
reading…
you
are
not
going
to
know
what
they
mean
when
you
take
the
exam.




•Chapter
Thirteen

•During
the
late
Paleozoic,
tectonic
disturbances
raised
much
of
the
craton
above
sea
level.

(during
the
Carboniferous
and
Permian
times)

•In
terms
of
structure,
sedimentation
and
life
history,
what
were
the
effects
of
this
sea
level

change?

•Early
Carboniferous
strata
represents
a
transition
from
marine
to
more
nonmarine

conditions
of
Late
Carboniferous
and
Permian
time.


•How
did
this
transition
change
the
plant
life?

•How
did
this
transition
change
the
shallow
marine
invertebrates?


•Look
at
the
figure
13.2
(page
299)
notice
landmasses.

•Figure
13_02

•Figure
13_03

•Chapter
Thirteen

•Mississippian
Rocks

•Study
the
images
on
page
301and
302.

•What
type
of
rocks
were
prevalent
in
this
time
period?

•Why?

•What
makes
up
most
of
the
rocks
that
were
deposited?

•What
happened
to
these
deposits?

•What
current
day
analogies
could
be
made?

•Study
figure
13.6
–
what
caused
this
cross‐bedding?





•Figure
13_07

•Figure
13_08

•Figure
13_09

•Chapter
Thirteen

•Late
Paleozoic
Repetitive
Sedimentation

•Sedimentary
cycles.

•Cyclothems.

•These
Paleozoic
transgressive‐regressive
episodes
averaged
about
2
million
years
in

duration.

•What
explains
best
these
global
sea‐level
changes?

•Coal
swamps

•What
would
be
modern
examples
of
coal
swamps
in
today’s
environments?

•How
are
coal
seams
formed?
How
much
vegetation
would
it
take
to
form
the
size
of
coal

deposits
present?



•Figure
13_11

•Figure
13_12

•Figure
13_14

•Figure
13_15

•Figure
13_16

•Figure
13_17

•Figure
13_18

•Figure
13_20

•Chapter
Thirteen

•The
Red
Color
Problem

•Box
13.1

•Red
beds
–
Permian
and
Triassic
strata
on
five
continents
have
controversial
beginnings.

•Permian
fossil
plants
in
Arizona
indicate
what
type
of
climate?
What
is
the
indication
for

the
type
of
climate
these
plants
lived
in?

•What
does
arid
mean?
What
does
humid
mean?

•So
where
does
the
“red”
color
come
from?

•What
does
oxidation
mean?
What
does
anoxic
mean?

•What
mineral
would
be
abundant
for
this
to
occur?





•Chapter
Thirteen

•Study
the
images
on
page
313
–
318

•Tectonics

•Cratonic
Disturbances


•When
reading
this
section
study
the
Figures
on
these
pages
and
try
to
imagine
the
forces

that
were
in
place
to
cause
the
uplift,
folding
and
orogenic
episodes
that
took
place.

•Appalachian
Orogeny

•At
the
bottom
of
page
314
outline
the
history
of
this
orogeny.

•How
did
this
change
the
rock
structure?
Were
there
metamorphic
forces
being
applied?

•What
was
the
feedback
from
the
physical
organic
evolution
of
the
earth
during
this
time

period?

•How
did
the
flora
and
fauna
change?

•Figure
13_21

•Figure
13_23

•Figure
13_25

•Chapter
Thirteen

•Late
Paleozoic
Mountain
Building
in
Eurasia

•At
the
end
of
the
Paleozoic
Era
due
to
continental
collisions…
one
very
large
super

continent
was
formed.

•Laurasia
and
Gondwanaland
collided
to
form
Pangaea.

Study
figure
13.29.


•While
reading
this
section
of
the
chapter,
notice
that
there
were
several
mountain
ranges

formed
during
these
collisions.

•Which
mountain
were
formed?

•Are
these
mountains
still
large
and
forming?
Or
have
they
mostly
become
older,
rounded

and
eroded?





•Figure
13_29

•Figure
13_26

•Figure
13_28

•Chapter
Thirteen

•Gondwanaland

•Figure
13.30
explains
the
reconstruction
of
the
Gondwanaland
supercontinent
during
the

late
Paleozoic
using:

•A)
congruence
of
shorelines

•B)
features
in
ancient
basement
rocks

•C)
and
late
orogenic
belts

•D)
Later,
paleomagnetic
reconstructions
(see
Box
13.2)
and
isotopic
dating
(figure
13.31)

helped
complete
the
jigsaw
puzzle.


•Other
correlations
were
made
with
plants
and
with
other
fossils
that
occurred
on
several

continents.


•Figure
13_30

•Figure
13_31

•Figure
13_32

•Figure
13_33

•Figure
13_34

•Figure
13_40

•Chapter
Thirteen

•Glossopteris
flora

•Lycopsid
flora

•Where
were
these
two
types
of
fossil
plants
found?

•Did
they
exist
in
the
same
climates?

•What
separated
them
if
they
did
not
live
in
the
same
place?

•How
did
they
use
the
Glossopteris
to
date
strata?

•What
were
the
conditions
where
it
lived?

•Does
it
still
exist
today,
or
was
it
wiped
out
in
one
of
the
many
changes
that
caused
other

extinctions?

•When
Gondwanaland
moved
away
from
the
pole,
how
did
the
climate
change?

(page
325)

•Chapter
Thirteen

•Figure
13.41
Read
about
the
Glossopteris
Flora

•After
Hurricane
Rita
and
Ike..
With
so
many
trees
down..
Scientists
were
found
searching

among
the
trees
to
count
the
tree
rings..
And
look
at
the
size
of
the
rings.
Why?

•Seasonal
growth
rings
show
the
climate
changes,
amount
of
rainfall
(abundant
gives
thick

rings,
low
rainfall
gives
thinner
rings…
or
shows
slower
growth)
and
the
general

temperature
of
the
conditions
that
the
tree
grew
in.


•So
by
looking
at
fossil
trees
(petrified
wood)
scientists
can
compare
today
with
history

and
see
what
changes
have
taken
place.

•Chapter
Thirteen

•Animal
Fossils
–
Mesosaurus

•What
do
the
physical
features
of
the
Mesosaurus
tell
us
about
the
conditions
where
it

lived?

•Did
it
travel
great
distances?
Or
was
it
ill
suited
for
that
kind
of
trip?

•How
large
was
this
archaic
reptile?

•Was
it
freshwater
or
marine?

•Why
is
it
important
to
study?

•When
did
it
live,
and
on
what
continent?

•What
did
it
eat?


•Would
you
want
to
share
your
backyard
pool
with
one?

•Chapter
Thirteen

•What
fossils
were
used
to
correlate
the
different
land
masses
that
made
up
the

supercontinents?

•What
were
the
plant
fossils?

•What
were
the
animal
fossils?



•What
were
the
other
indications
and
proof
that
this
supercontinent
existed?



•Carefully
read
the
chapter
in
reference
to
the
changes
in
climate.

Why
did
these
changes
occur?

What
happened
to
the
plants
and
animals
during
and
after
this
change?

•Figure
13_46

•Figure
13_47

•Figure
13_48

•Figure
13_55a

•Chapter
Thirteen

•From
seedless
vascular
plants,
to
gymnosperms
what
are
the
differences
and
advantages

to
being
a
“seed”

•Read
the
story
in
Box
13.3.

•How
did
this
help
with
longevity
and
spreading
of
plant
“genetics”?



•On
page
340,
what
were
the
advantages
to
having
an
“egg”
and
an
embryo
for
some

animals?
How
are
amphibians
and
reptiles
different?

•Who
was
better
suited
for
adjustment
to
different
climates
and
weather
conditions,
along

with
changing
plants
and
food
sources?

•Figure
13_58

•Figure
13_59

•Figure
13_61

•Figure
13_62

•Figure
13_67

•Chapter
Thirteen

•Study
this
image.
(figure
13.67)

•The
story
told
here
should
help
bring
the
chapter
together
for
you.


•This
time
line
is
a
great
way
to
help
you
study
the
events
and
how
and
when
they

occurred.


•


•Chapter
Thirteen

•Pennsylvanian
coal
swamps


•and
Permian
coniferous
forests



•What
does
“Carboniferous”
mean?

•What
does
the
Pennsylvanian
get
its
name
from?

•What
about
the
Mississippian?

•What
was
the
impact
of
the
swamps
that
were
so
prevalent
during
this
Era?

•The
industrial
revolution
is
brought
to
light
with
the
coal
deposits..
Why?

•What
impact
on
society
did
this
form
of
energy
create?

•Chapter
Thirteen

•Catastrophe

•The
late
Permian,
brought
about
a
huge
interruption
in
the
lives
of
over
90
–
95
%
of
the

marine
populations.

•This
mass
extinction
almost
caused
the
extinction
altogether
of
life
in
the
ocean.

•Life
did
not
recover
again
until
the
Triassic
(and
we
all
know
how
that
ended).

•What
brought
about
this
mass
extinction?

•What
were
the
conditions
that
almost
ended
that
chapter
on
Earth?

•How
would
things
be
today
if
this
had
occurred?



•Chapter
Thirteen

•When
reading
this
chapter,
remember
to
write
down
the
main
points.

•What
happened?

•When
did
it
happen?

•What
was
affected?

•Why
did
it
happen?

•Who
was
involved
in
the
happenings?

•How
did
it
all
turn
out?



•Only
you
can
make
this
happen.
Take
the
time
to
study.
If
you
have
questions,
email

us.