Paleontology is indissolubly integrated with the Geological and the Natural Sciences and is a fundamental discipline for dating rocks (biostratigraphy), for reconstructing ancient environments (paleoecology, paleobiogeography, paleoclimatology, paleoceanography) and for interpreting the historical dynamics in recent environments. The course is therefore designed to:

1) provide a thorough knowledge of the history of life on Earth in relation to the dynamics of our planet;

2) integrate paleoenvironmental information, paleoecology, paleoclimate and paleoceanographic with those of the history of life on Earth;

3) present the evolution of our planet in relation to the evolution of life and vice versa;

4) document the fossilization processes, paleobiogeography, stratigraphy and biostratigraphy

5) provide an overview of the main fossil groups.

Definition, meaning, objectives and applications of Paleontology (2 hours).

Nature of fossils and history of Paleontology (2 hours).

Fossils and taphonomy (6 hours).

Fossil deposits - Lagerstatten (2 hours).

Concept of species, taxonomy and phylogeny (4 hours).

Fossils and evolution (2 hours).

Evolution and speciation (2 hours).

Fossils and evolution: origin of life (2 hours).

Fossils and Evolution: Evolution of Life (Precambrian) (2 hours).

Fossils and evolution: evolution of life (Cambrian) (2 hours).

Palaeoecology, Ecology and environmental factors (4 hours).

Palaeoenvironmental reconstructions (4 hours).

Paleoichnology (4 hours).

Paleobiogeography (4 hours).

Stratigraphy and biostratigraphy (4 hours).

Extinguishments and radiation (2 hours).

Archives and proxies (2 hours).

Recognition of fossils and field and laboratory paleontological methods (2 hours).

Evolution of Life, Paleobiogeography, Paleogeography, Paleoclimate, Biota, and Extinctions: Precambrian, Cambrian, Ordovician, Silurian, Devonian, Carboniferous, Permian, Triassic, Jurassic, Cretaceous, Paleogene, Neogene, Quaternary and Holocene (4 hours).

Knowledge and understanding. At the end of the course, the student must have gained the fundamental knowledge in the field of Paleontology, Biostratigraphy, and Paleoecology. The student would also master the ability to recognize the main fossil groups and the fossilization processes and to integrate paleoenvironmental, paleoecological, paleoclimatic and paleoceanographic information with those of the history of Life on Earth. These skills will be evaluated through a written test.

Applying knowledge and understanding. The student must correctly use paleontological and paleoecological specific terminology. In particular, the student must know the methodologies for the study of fossils in both the biostratigraphic and paleoenvironmental fields. These skills will be assessed through a written test.

Making judgements. The student must describe in a causal way the different phases of the of life history on Earth and the relationships with it as well as the fossilization processes. These skills will be verified with the written test.

Communication skills. The student would be able to describe and synthesize the biota of the Earth during a geological period with a presentation.

Learning skills. The student must build the own path of scientific growth in the paleontological field in a critical and autonomous way, being able to use the gained knowledge. These abilities, as far as possible, will be stimulated by the lecturer.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Supporting teaching activities and ongoing assessment are not foreseen.

Teaching

The course includes:

- frontal lectures

- group work and preparation of a presentation on the evolution of selected taxonomic groups

- oral presentations on evolution of life for each period (Evolution of Life, Paleobiogeography, Paleogeography, Paleoclimate, Biota, and Extinctions: Precambrian, Cambrian, Ordovician, Silurian, Devonian, Carboniferous, Permian, Triassic, Jurassic, Cretaceous, Paleogene, Neogene, Quaternary and Holocene)

- participated classes in which the presented works will be discussed

Innovative teaching methods

The face-to-face teaching method will be enriched with individual and group practical and insights that students will carry out using the University's Moodle platform. Some topics of the course will be treated following the practice of the “flipped lesson”.

Attendance

The course does not require attendance.

Course books

1) S. Raffi & E. Serpagli, 1993, Introduzione alla Paleontologia, UTET;

2) G. Barsotti, M. Gnoli & A. Guerrini, 2015, Storia naturale del pianeta Terra, vol. 1 - Paleontologia generale, vol. 2 – Evoluzione della vita, Pacini Editore.

3) Società Paleontologica Italiana, 20202. Manuale di Paleontologia. Fondamenti – Applicazioni. Edizioni Idelson Gnocchi.

4) Course materials also include PowerPoint presentations and reference books in specific topics as addressed during the course.

Additional books:

A. Brouwer, 1975, Paleontologia generale, le testimonianze fossili della vita, Mondadori; E.N.K. Clarkson, 1979, Invertebrate Paleontology and Evolution, George Allen & Unwin; B. Ziegler, 1983, Introduction to Palaeobiology: General Paleontology, Ellis Horwood; A. Allasinaz, 1992, Paleontologia Generale e Sistematica degli Invertebrati, ECIG;; M. Benton & O. Harper, 1997, Basic Paleontology, Longman; H.R. Fortey, 1999, Età: quattro miliardi di anni, Longanesi & C.; J.D. Macdougall, 1999, Storia della Terra, Giulio Einaudi Editore; G. Pinna (ed.), 1999, Alle radici della storia naturale d'Europa. Seicento milioni di anni attraversi i grandi giacimenti paleontologici, Jaca Book. P. Rawson and others, 2001, Stratigraphical Procedure, Geological Society Publishing House. D.R. Prothero, 2004, Bringing Fossils to Life, McGraw-Hill; M. Foote M. & A.I. Miller, 2006, Principles of Paleontology, W.H. Freeman; R.W. Jones, 2006, Applied Paleontology, Cambridge University Press; M.J. Benton & D.A.T. Harper, 2009, Introduction to Paleobiology and the Fossil Record, Wiley-Blackwell.

Assessment

The assessment consists of a written exam with ten open questions including comments on graphs and figures. This method of examination is chosen as it allows to adequately verify the preparation of the student. Evaluation criteria are: knowledge of paleontological and paleoecological concepts, level of accuracy and specificity of the answer, and master of a technical language. Each criterion is evaluated on a 3-level scale. The duration of the exam is 2 hours. The exam involves an evaluation that is expressed as a grade of out of 30 as it follows:

    • <18: insufficient level of competence

    • 18-20: sufficient level of competence

    • 21-23: moderate level of competence

    • 24-26: good level of competence

    • 27-29: very good level of competence

    • 30-30 cum laude: excellent level of competence

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

Non-attending students are invited to contact the lecturer for information about the program.

Attendance

The course does not require attendance.

Course books

1) S. Raffi & E. Serpagli, 1993, Introduzione alla Paleontologia, UTET;

2) G. Barsotti, M. Gnoli & A. Guerrini, 2015, Storia naturale del pianeta Terra, vol. 1 - Paleontologia generale, vol. 2 – Evoluzione della vita, Pacini Editore.

3) Società Paleontologica Italiana, 2022. Manuale di Paleontologia. Fondamenti – Applicazioni. Edizioni Idelson Gnocchi.

4) Course materials also include PowerPoint presentations and reference books in specific topics as addressed during the course.

Additional books:

A. Brouwer, 1975, Paleontologia generale, le testimonianze fossili della vita, Mondadori; E.N.K. Clarkson, 1979, Invertebrate Paleontology and Evolution, George Allen & Unwin; B. Ziegler, 1983, Introduction to Palaeobiology: General Paleontology, Ellis Horwood; A. Allasinaz, 1992, Paleontologia Generale e Sistematica degli Invertebrati, ECIG;; M. Benton & O. Harper, 1997, Basic Paleontology, Longman; H.R. Fortey, 1999, Età: quattro miliardi di anni, Longanesi & C.; J.D. Macdougall, 1999, Storia della Terra, Giulio Einaudi Editore; G. Pinna (ed.), 1999, Alle radici della storia naturale d'Europa. Seicento milioni di anni attraversi i grandi giacimenti paleontologici, Jaca Book. P. Rawson and others, 2001, Stratigraphical Procedure, Geological Society Publishing House. D.R. Prothero, 2004, Bringing Fossils to Life, McGraw-Hill; M. Foote M. & A.I. Miller, 2006, Principles of Paleontology, W.H. Freeman; R.W. Jones, 2006, Applied Paleontology, Cambridge University Press; M.J. Benton & D.A.T. Harper, 2009, Introduction to Paleobiology and the Fossil Record, Wiley-Blackwell.

Assessment

The assessment consists of a written exam with ten open questions including comments on graphs and figures. This method of examination is chosen as it allows to adequately verify the preparation of the student. Evaluation criteria are: knowledge of paleontological and paleoecological concepts, level of accuracy and specificity of the answer, and master of a technical language. Each criterion is evaluated on a 3-level scale. The duration of the exam is 2 hours. The exam involves an evaluation that is expressed as a grade of out of 30 as it follows:

    • <18: sufficient level of competence

    • 18-20: sufficient skill level

    • 21-23: moderate level of competence

    • 24-26: good level of competence

    • 27-29: very good level of competence

    • 30-30 cum laude: excellent level of competence

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.