Molecular Archaeology

Learning Outcomes

Transferable and Generic Skills

Having successfully completed this module you will be able to:

• Present the results of both qualitative and quantitative data in a publishable format.
• Critically assess and synthesise data from a combination of qualitative and quantitative sources

Knowledge and Understanding

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

• The significance of isotopic analysis for dietary reconstruction
• The role of isotopes in understanding mobility and migration in human and animal populations.
• The use of isotopic evidence for palaeoclimate reconstruction and archaeological interpretation.
• Current debates within archaeological science.
• DNA extraction and analysis techniques for archaeological research.

Subject Specific Intellectual and Research Skills

Having successfully completed this module you will be able to:

• Integration of qualitative and quantitative data into coherent presentations and reports.
• Critically assess scientific data, techniques and your application to the archaeological record.
• Develop advanced skills in data analysis and interpretation.
• Handling, integration and evaluation of data sets of multi-disciplinary origin.

This module will advance your knowledge of molecular approaches within archaeology. The module content has been split into five main themes; dating, diet, chronology, climate and trace element analysis.

Teaching and learning methods

Teaching methods include:

• Lectures

Laboratory Practicals

• Field trips to key archaeological laboratories (e.g. NOCS).
• Seminars

Learning activities include:

• Integrated problem orientated assessment via seminar discussions, laboratory sessions, student presentations and reports.
• Thought exercises – you will be given specific archaeological problems to consider, develop a research strategy and report to the group.

Innovative or special features of this module:

Integrated industry-based and academic learning environment Trips to leading laboratories

Resources & Reading list

Textbooks

Brothwell, D.R. and Pollard, A.M. (2001). Handbook of Archaeological Sciences. Chichester: John Wiley.

Marshner, H.D.G. & Chippendale, C. (2005). Handbook of Archaeological Methods Vols 1 and 2. Lanham: Altamira Press.

Brown, T. and K. Brown (2011). Biomolecular archaeology: an introduction (sections 4, 6, 12, and 13). Chichester: Wiley-Blackwell.

Assessment strategy

Formative

This module has been designed around providing substantial amounts of formative feedback within the classroom environment. This will be delivered in two main formats; one feedback via in-class discussion based around case studies and, two, formative feedback on a presentation given in class (on which you will base your project design).

The summative assessment for this module is split in two. The first part (project design) is a problem- orientated task. Here, you will be split into groups, given an archaeological site/question and asked to devise a research design and scientific strategy to answer a question pertinent to one of the techniques explored in previous lectures. The group presentation will not be formally assessed, but will provide an opportunity for staff to feedback on your ideas. You will then write up your project design and submit for assessment.

The second assessment relies on a traditional exam. This has been put in place to assess the consolidation of your knowledge and your ability to apply in a range of different circumstance.

Summative

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

Referral

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

Repeat Information

Repeat type: Internal & External