Debates and Issues in Archaeological Science

Module overview

The application of scientific techniques is increasingly embedded in archaeological studies and is an area where the UK currently leads the world. Techniques such as dating methods, the use of isotopes to reconstruct past diet or human migrations and the sequencing of ancient DNA are responsible for many major recent breakthroughs in our understanding of the past. But rather than teach students to produce scientific data, or bog them down with scientific equations, this module aims to give the students the skills required to be consumers of archaeological science. They will become familiar with the scientific literature and learn to cast a critical eye over scientific data; interpret it for themselves and engage in the archaeological debates arising from the science.

Aims and Objectives

Learning Outcomes

Knowledge and Understanding

Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:

Specific issues within computation, geoarchaeology, osteoarchaeology, palaeo-oceanography and materials science.
The variety of methods and techniques deployed in archaeological science
Key issues and debates within archaeological science

Subject Specific Intellectual and Research Skills

Having successfully completed this module you will be able to:

Evaluate alternative scientific approaches to archaeological problems.
Synthesise data from a variety of sources.
Understand analytical techniques within the discipline

Transferable and Generic Skills

Having successfully completed this module you will be able to:

Plan data acquisition for a specific scientific task
Improved basic numeracy
Present and report in a scientific manner

Learning and Teaching

Teaching and learning methods

Teaching methods include: • Lectures • Classes • Laboratory Practicals Learning activities include: • Background Reading • Examination preparation • Lab book completion Innovative or special features of this module: • Lab book component • Use of web based resources (in particular MAAS and podcasts)

Study time
Type	Hours
Follow-up work	30
Wider reading or practice	30
Practical classes and workshops	36
Completion of assessment task	30
Lecture	24
Total study time	150

Resources & Reading list

Textbooks

Dincauze, D. F (2000). Environmental Archaeology. Cambridge: Cambridge University Press.

Lock, G (2003). Using Computers in Archaeology. London: Routledge.

Bell, M. & M. J. C. Walker (2005). Late Quaternary Environmental Change: Physical and Human Perspectives. London: Pearson.

French, C (2003). Geoarchaeology in Action. London: Routledge.

Renfrew, C. & P. Bahn (1996). Archaeology: Theories, Methods and Practice. London: Thames and Hudson.

Andrews, K. & R. Doonan (2003). Test Tubes & Trowels: Using Science in Archaeology. Stroud: Tempus.

Jones, A (2002). Archaeological Theory and Scientific Practice. Cambridge: Cambridge University Press.

Assessment

Assessment strategy

Assessments designed to provide formative, on-module feedback Discussion in seminars and lab practicals

Formative

This is how we’ll give you feedback as you are learning. It is not a formal test or exam.

Assignment

Assessment Type: Formative
Feedback:
Final Assessment: No
Group Work: No

Summative

This is how we’ll formally assess what you have learned in this module.

Breakdown
Method	Percentage contribution
Assignment	100%

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Breakdown
Method	Percentage contribution
Assignment	100%

Repeat

An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.

Breakdown
Method	Percentage contribution
Assignment	100%

Repeat Information

Repeat type: Internal & External