C8921 - Scientific Methods for Exploring Archaeological Records (1) (LM)

Learning outcomes

At the end of the course, students will have acquired a solid understanding of the main scientific methods used in archaeological research, with a focus on chemical and isotopic analyses. They will know how to evaluate the applicability and limitations of radiocarbon dating, as well as complementary techniques such as OSL and stable isotope analysis for dietary and mobility reconstruction. Students will be able to critically assess the analytical potential of archaeological materials from excavations and museum collections, and to select appropriate laboratory methods to address archaeological questions. They will also be equipped to interpret and communicate scientific results effectively within archaeological narratives, and to engage with interdisciplinary approaches in the study and enhancement of cultural heritage.

Course contents

The course provides an overview of the principal scientific methods used to investigate archaeological materials and contexts. It introduces the basic principles, fields of application and main limitations of dating techniques, stable isotope analysis and spectroscopic methods used to characterize archaeological materials, reconstruct diet and mobility, and assess their state of preservation.

The introductory part will offer a comparative survey of methods including Optically Stimulated Luminescence (OSL), stable isotope analysis, Near-Infrared Spectroscopy (NIR) and Fourier-Transform Infrared Spectroscopy (FTIR). Particular attention will be paid to the relationship between an archaeological research question, the choice of material, the sampling strategy and the analytical method, as well as to the distinction between destructive, minimally invasive and non-destructive approaches.

The central focus of the course will be radiocarbon dating. The following topics will be addressed:

• the principles of the method and the formation and decay of carbon-14;
• sample selection and the relationship between the dated material and the archaeological event;
• datable materials and the principal sources of contamination;
• pretreatment of archaeological samples, with particular emphasis on bone and collagen extraction;
• criteria used to assess collagen preservation and quality;
• Accelerator Mass Spectrometry (AMS) measurement;
• the distinction between conventional radiocarbon ages and calibrated calendar ages;
• international calibration curves, with particular reference to IntCal;
• the interpretation of calibrated probability distributions;
• the integration of radiocarbon results with stratigraphic and archaeological information;
• the basic principles of Bayesian chronological modelling and the use of OxCal;
• the potential and limitations of radiocarbon dating in the construction of archaeological chronologies.

The course will also examine the use of stable isotope analyses for reconstructing diet and trophic position, with particular attention to the interpretation of isotopic values in bone collagen and to compound-specific isotope analysis of individual amino acids. Spectroscopic approaches will be discussed as tools for evaluating preservation and supporting the selection of samples for subsequent destructive analyses.

A substantial part of the course will be devoted to the guided reading and collective discussion of four scientific papers. The selected papers address four complementary themes: collagen pretreatment and quality assessment; high-resolution radiocarbon chronology; stable isotope reconstruction of Neanderthal diet; and NIR hyperspectral imaging for mapping collagen preservation in prehistoric bones.

For each paper, students will be guided in identifying the research question, the archaeological materials, the analytical methods, the main results, the strengths and limitations of the study, and the contribution of the paper to archaeological interpretation. This activity is designed to help students distinguish clearly between data, results, interpretation and conclusions, and to understand how scientific evidence is incorporated into an archaeological argument.

Readings/Bibliography

Lecture presentations, teaching materials and the papers discussed in class will be made available through the Virtuale platform.

The following papers will be read and analysed during the course:

-Talamo, S. et al. (2021). “Here we go again”: the inspection of collagen extraction protocols for 14C dating and palaeodietary analysis. STAR: Science & Technology of Archaeological Research, 7(1), 62–77.

-Talamo, S. et al. (2023). Back to the future: The advantage of studying key events in human evolution using a new high-resolution radiocarbon method. PLOS ONE, 18(2), e0280598.

-Jaouen, K. et al. (2019). Exceptionally high δ15N values in collagen single amino acids confirm Neandertals as high-trophic level carnivores. Proceedings of the National Academy of Sciences, 116(11), 4928–4933.

-Malegori, C. et al. (2023). Near-infrared hyperspectral imaging to map collagen content in prehistoric bones for radiocarbon dating. Communications Chemistry, 6, 54.

Teaching methods

The course is organized in presence, and attendance is strongly recommended.The 30-hour course combines lectures, case-study discussion, guided reading of scientific papers, and individual and collective exercises.

After a general overview of the main scientific methods used in archaeology, a substantial part of the course will focus on radiocarbon dating, from sample selection and pretreatment to calibration and chronological interpretation. Stable isotope applications to dietary reconstruction and spectroscopic methods for assessing the preservation of archaeological materials will also be explored.

The four selected scientific papers will be read and analysed collectively in class. The lecturer will guide students in recognising the structure of a scientific article and in identifying its research aims, materials, methods, results, interpretations, strengths and limitations.

For each paper, students will write a short scientific summary. The summaries will be discussed in class so that students can compare different approaches and progressively improve their ability to read, understand and summarise scientific literature.

Assessment methods

Attendance will facilitate successful completion of the examination. Students are considered attending students if they participate in at least 75% of the classes. The final assessment consists of an oral examination designed to evaluate the student’s knowledge of the principles, applications and limitations of the scientific methods covered during the course, with particular emphasis on radiocarbon dating.

During the examination, students will be expected to demonstrate that they can:

• describe the main scientific methods used in archaeological research;
• understand the different stages of radiocarbon dating, from sample selection and pretreatment to calibration and interpretation;
• assess the suitability of archaeological materials for a specific type of analysis;
• recognise major sources of contamination, alteration and analytical uncertainty;
• critically interpret data, graphs, tables and analytical results;
• identify the research question, methods, results and conclusions of a scientific paper;
• use appropriate scientific terminology and connect analytical evidence with archaeological interpretation.

The formative activities completed during the course will also contribute to the final evaluation. The lecturer will consider the quality of the short paper summaries, the student’s ability to identify the essential elements of each publication, progress in scientific writing, and active and informed participation in class discussions. Depending on the quality of these activities and interactions, they may contribute positively or negatively to the final grade awarded after the oral examination.

The evaluation will take into account mastery of the course content, critical understanding, ability to establish connections between methods and archaeological questions, clarity of expression, and appropriate use of scientific language. Predominantly mnemonic or fragmented knowledge, limited critical ability and imprecise terminology will lead to a passing grade. Comprehensive and well-structured knowledge, independent critical judgement and the ability to establish interdisciplinary connections will lead to the highest grades.

The course programme and final oral examination are the same for attending and non-attending students. Students who are unable to attend must complete an equivalent activity based on the reading and written summary of the papers indicated by the lecturer and are invited to contact the lecturer for guidance.

Examination schedule

In 2027, examination sessions are planned for June, July, October and November.

Teaching tools

Lectures will be supported by slide presentations, images, tables, graphs, spectra, scientific papers and datasets from archaeological case studies. All teaching materials will be made available through the Virtuale platform.

Students with Specific Learning Disabilities or temporary or permanent disabilities are advised to contact the relevant University service in a timely manner: https://site.unibo.it/studenti-con-disabilita-e-dsa/en. The service will propose any necessary accommodations, which must be submitted to the lecturer sufficiently in advance and will be evaluated in relation to the learning objectives of the course.

With regard to assessment activities, the use of artificial intelligence, including its use solely to summarize texts, is prohibited. Any use of AI will be considered a violation of academic integrity.

Office hours: Please consult the website of Sahra Talamo.

Office hours

See the website of Sahra Talamo