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UCL INSTITUTE OF ARCHAEOLOGY

GUIDELINES FOR THE PREPARATION OF COURSE HANDBOOKS 2018-19

UCL INSTITUTE OF ARCHAEOLOGY

ARCL0043

APPLICATIONS OF ARCHAEOLOGICAL SCIENCE

2018-19

Year 1 or 2/3 module, MA/MSc module 15/30 credits

Turnitin Class ID: 3884004 Turnitin Password IoA1819

Deadlines for coursework for this module: Practical write up: Monday 18th Feb

Essay: Thursday 21st March

Target dates for return of marked coursework to students: 3 weeks post submission

Co-ordinator: Rhiannon Stevens

Co-ordinator's UCL e-mail address Rhiannon.stevens@ucl.ac.uk Co-ordinator's room number 110

PGTA: Anna Moles

anna.moles.14@ucl.ac.uk Please see the last page of this document for important information about submission and marking procedures, or links to the relevant webpages. Short description This course will showcase a range of current applications of scientific methods in archaeology with examples of how analytical techniques have been used to investigate archaeological questions. The course uses overviews of widely applied analytical techniques (such as petrography,

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elemental analysis, stable isotopes, DNA, and archaeobotany) to discuss the development of analytical projects (research proposal, methodology, sampling, analytical results, presentation and critique). It provides a broad overview of issues, with open discussion of case studies. Practical sessions, involving a range of techniques, introduce students to the collection, recording, interpretation and reporting of scientific data. The course provides support for students wishing to develop their own analytical projects for their 3rd year dissertations. Week-by-week summary With the exception of week 2, Lectures take place 13.00-15.00 on Tuesday Afternoons in Room 2.09. These will be followed by a practical session on most weeks: see overleaf for the practical timetable. ***** For week 2 the practical class will precede the lecture.

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Week Lecturer Title

1 8 January

(13.00-15.00)

RS/HR

Isotopes: Diet, husbandry, climate and mobility

2 15 January

(15.00-17.00)

SC Lipids and proteins

3 22 January

(13.00-15.00)

LM Zooarchaeology and palaeoecological

reconstruction

4 29 January

(13.00-15.00)

SC Ancient DNA

5 5 February

(13.00-15.00)

DF Plant domestication

12 February

Reading week

No Lecture

6 19 February

(13.00-15.00)

PQ Ceramic Petrography – Pots under the

microscope

7 26 February

(13.00-15.00)

MC/MR The elemental composition of artefacts and

provenance

8 5 March

(13.00-15.00)

Provenance, technology and the microscope

9 12 March

(13.00-15.00)

Reconstructing past behaviour through the

analysis of metal artefacts

10 19 March

(13.00-15.00)

To be confirmed

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Lecturers: MC –Mike Charlton, DF- Dorian Fuller, AM Anna Moles, LM - Louise Martin, MR Miljana Radivojević, RS - Rhiannon Stevens, HR - Hazel Reade, SC – Sophy Charlton

TERM 1 Basic texts Bowman, S. (1991) Science and the Past. London: British Museum.

Brown TA and Brown K (2011) Biomolecular Archaeology. Wiley – Blackwell. Brothwell D. and Pollard A. M (2001) Handbook of Archaeological Sciences. John Wiley. Renfrew, C., & Bahn, P. G. (2012). Archaeology: Theories, methods, and practice. Thames and Hudson. Pollard A. M and Heron C. (2008) Archaeological Chemistry. RSC Paperbacks. Methods of assessment This course is assessed by means of two pieces of coursework, each of 2,375-2,625 words, which each contribute 50% to the final grade for the course.

Week Group A Group B

1 8 January

(15.00-17.00)

Isotope practical

15.00-16.00 (Lab)

Isotope practical

16.00-17.00 (Lab)

2 15 January

(13.00-15.00)

Data analysis with MS

Excel Bedford Way (26) G11 -

Public Cluster

Data analysis with MS

Excel Bedford Way (26) G11

- Public Cluster

3 22 January

(15.00-17.00)

Archaeozoology (2.09)

(15.00-17.00: 2.09)

Archaeozoology (2.09)

(15.00-17.00: 2.09)

4 29 January

(15.00-17.00)

DNA computer practical

Bedford Way (26) G11 - Public Cluster

DNA computer practical

Bedford Way (26) G11 - Public Cluster

5 5 February (15.00-

17.00)

Archaeobotany (2.09) Archaeobotany (2.09)

12 February

Reading week

6 19 February (15.00-

17.00)

Petrography (2.09)

Petrography (2.09)

7 26 February pXRF of obsidian

8 5 March Electron microscopy pXRF of obsidian

9 12 March Electron microscopy

10 19 March No practical No practical

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Teaching methods The course is taught through lectures, practical exercises and guided reading. Practical sessions are generally scheduled to follow lectures on Tuesday afternoons from 15.00-17.00 however in a one of case the practical session occurs in the 13.00 to.15.00 slot due to room availability. Students will keep a Lab Book of their practical work and this will be collected on a frequent basis. Workload There will be 20 hours of lectures and 16 hours of formal practical sessions for this course. Students will be expected to undertake around 50 hours of reading for the course, plus 64 hours preparing for and producing the assessed work. This adds up to a total workload of some 150 hours for the course. Prerequisites There are no formal prerequisites for this course. Students are likely to have a range of backgrounds. As a BSc core course, an interest in scientific methods and approaches is essential. 2 AIMS, OBJECTIVES AND ASSESSMENT Aims

To present the principles of a range of scientific methods widely applied in archaeology

To demonstrate good practice in the application of scientific methods to archaeological problems through case studies

To provide experience of laboratory work and collecting, recording and interpreting scientific data in archaeology

Objectives On successful completion of this course a student should:

Understand the importance of scientific approaches in archaeological enquiry

Understand a range of scientific approaches currently used in archaeology

Understand the importance of data quality in archaeology and associated concepts

Be able to design a research project involving the application of scientific methods in archaeology

Be familiar with a number of analytical methods and approaches

Understand the applications of the different types of information provided by different methods of analysis, including qualitative and quantitative information, metric data for biological materials, elemental and phase compositions.

Learning Outcomes On successful completion of the course students should have developed:

Skills of observation and critical reflection (coursework items 1 & 2)

Application of acquired knowledge (coursework item 2)

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Scientific recording and reporting skills (coursework item 1)

Basic laboratory skills (coursework item 1)

The ability to synthesise a range of different types of data and information Coursework (if applicable)

Assessment tasks Formative practical recording Students will keep a Laboratory Notebook which will be provided at the beginning of the course. The lab book will contain a record of each practical exercise undertaken and will be maintained during the practical session. The laboratory notebook which should provide a detailed and comprehensive record of the work you have done. It should include at least the following about each practical session (except for the MS Excel training session):

A title for the practical work

The date of the practical and where the work was undertaken

The equipment used, including manufacture and model, where appropriate

A record of what you did and how

The results obtained

A summary of your interpretation of the results A good Lab notebook is likely to include sketches/diagrams, tables, for example of specimens analysed or results obtained. Maintenance of a comprehensive and up-to-date lab book is a requirement of the course. Books will be collected after the practical sessions on most weeks.

Assessment tasks Assessment for the course is in two parts. (1) A practical report of 2,375-2,625 words, contributing 50% of the assessment; (2) a standard essay of 2,375-2,625 words, contributing the other 50%. Practical assessment (2,375-2,625; 50%; submission date 18th February) You will carry out an investigation of stable isotope data from human remains. You will be taught how to plot the data in the excel training practical in week 2. The assessment requires you to produce a formal report based on the data plotted in the practical. This should comprise an introduction, a description of the results, discussion, and references) with results tabulated and graphs plotted using the office programmes available on your computer, such as MS Excel. The date for handing in your Practical Report is 18th February. An electronic version of the report should be submitted via Turnitin, as usual. Essay assessment

Devise a programme of scientific analysis to be applied to one of the follow topics.

Preservation of both artefactual and skeletal material is good. Indicate the approaches you

would use and why.

1. Subsistence and mobility practices of Palaeolithic people.

2. Subsistence and / or long distance contacts of the inhabitants of a Bronze Age

settlement

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3. Subsistence and / or long distance contacts of the inhabitants of a Medieval settlement

The deadline for your essay submission is 21 March 2018. If students are unclear about the nature of an assignment, they should discuss this with the Module Co-ordinator. Students are not permitted to re-write and re-submit essays in order to try to improve their marks. However, students may be permitted, in advance of the deadline for a given assignment, to submit for comment a brief outline of the assignment.

The nature of the assignment and possible approaches to it will be discussed in class, in advance of the submission deadline. Please note that in order to be deemed to have completed and passed in any module, it is necessary to submit all assessments. Word counts The following should not be included in the word-count: title page, contents pages, lists of figure and tables, abstract, preface, acknowledgements, bibliography, lists of references, captions and contents of tables and figures, appendices. Please convert the previous single figure word count limit as indicated in column 2 below.

1 2

5,000 4,750-5,250

4,500 4,275-4,725

4,000 3,800-4,200

3,500 3,325-3,675

3,000 2,850-3,150

2,500 2,375-2,625

2,000 1,900-2,100

1,500 1,425-1,575

1,000 950-1,050

Penalties will only be imposed if you exceed the upper figure in the range. There is no penalty for using fewer words than the lower figure in the range: the lower figure is simply for your guidance to indicate the sort of length that is expected. In the 2018-19 session penalties for overlength work will be as follows:

For work that exceeds the specified maximum length by less than 10% the mark will be reduced by five percentage marks, but the penalised mark will not be reduced below the pass mark, assuming the work merited a Pass.

For work that exceeds the specified maximum length by 10% or more the mark will be reduced by ten percentage marks, but the penalised mark will not be reduced below the pass mark, assuming the work merited a Pass.

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Coursework submission procedures

All coursework must normally be submitted both as hard copy and electronically. (The only exceptions are bulky portfolios and lab books which are normally submitted as hard copy only.)

You should staple the appropriate colour-coded IoA coversheet (available in the IoA library and outside room 411a) to the front of each piece of work and submit it to the red box at the Reception Desk (or room 411a in the case of Year 1 undergraduate work)

All coursework should be uploaded to Turnitin by midnight on the day of the deadline. This will date-stamp your work. It is essential to upload all parts of your work as this is sometimes the version that will be marked.

Instructions are given below. Note that Turnitin uses the term ‘class’ for what we normally call a ‘module’. 1. Ensure that your essay or other item of coursework has been saved as a Word doc., docx. or PDF document, and that you have the Class ID for the module (available from the module handbook) and enrolment password (this is IoA1819 for all modules this session - note that this is capital letter I, lower case letter o, upper case A, followed by the current academic year) 2. Click on http://www.turnitinuk.com/en_gb/login 3. Click on ‘Create account’ 4. Select your category as ‘Student’ 5. Create an account using your UCL email address. Note that you will be asked to specify a new password for your account - do not use your UCL password or the enrolment password, but invent one of your own (Turnitin will permanently associate this with your account, so you will not have to change it every 6 months, unlike your UCL password). In addition, you will be asked for a “Class ID” and a “Class enrolment password” (see point 1 above). 6. Once you have created an account you can just log in at http://www.turnitinuk.com/en_gb/login and enrol for your other classes without going through the new user process again. Simply click on ‘Enrol in a class’. Make sure you have all the relevant “class IDs” at hand. 7. Click on the module to which you wish to submit your work. 8. Click on the correct assignment (e.g. Essay 1). 9. Double-check that you are in the correct module and assignment and then click ‘Submit’ 10. Attach document as a “Single file upload” 11. Enter your name (the examiner will not be able to see this) 12. Fill in the “Submission title” field with the right details: It is essential that the first word in the title is your examination candidate number (e.g. YGBR8 In what sense can culture be said to evolve?), 13. Click “Upload”. When the upload is finished, you will be able to see a text-only version of your submission. 14 Click on “Submit” .

If you have problems, please email the IoA Turnitin Advisers on ioa-turnitin@ucl.ac.uk, explaining the nature of the problem and the exact module and assignment involved. One of the Turnitin Advisers will normally respond within 24 hours, Monday-Friday during term. Please be sure to email the Turnitin Advisers if technical problems prevent you from uploading work in time to meet a submission deadline - even if you do not obtain an immediate response from one of the Advisers they will be able to notify the relevant Module Coordinator that you had attempted to submit the work before the deadline

3 SCHEDULE AND SYLLABUS Teaching schedule Lectures will be held 13.00-15.00 on Tuesdays, in room 2.09. Practical/Laboratory sessions will be held from 15.00-17.00. Note that in week 2 the practical class will precede the lecture. . Because laboratory space and equipment time are limited it is essential that students attend the practical group to which they have been assigned. If they need to attend a different group for a particular session, they should arrange to swap with another student from that group, and confirm this arrangement with the PGTA.

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Week 1 Hazel Reade and Rhiannon Stevens: Isotopes in Archaeology This lecture will introduce the application of isotopic analysis in archaeology. Isotope of carbon, nitrogen, oxygen and strontium will be introduced, along with the mechanisms by which they vary in the biosphere. We will look at how stable isotopes ratios are measured and the types of materials that can be sampled. A range of archaeological case studies will show how isotope analyses can aid the reconstruction of past diets, environments and mobility patterns. Two practical classes will follow the lecture. These will involve students preparing and analysing samples of their own hair for isotope analysis and comparing the results to their diets. Principles of stable isotopes in archaeology Ben-David, M., & Flaherty, E. A. (2012). Stable isotopes in mammalian research: a beginner's guide. Journal of Mammalogy, 93(2), 312–328. Lee-Thorp (2008). On isotopes and old bones. Archaeometry 50: 925-950. Pollard & Wilson (2001). Global biogeochemical cycles and isotope systematics - how the world works. In Handbook of Archaeological Sciences eds. Brothwell & Pollard. John Wiley & Sons UK. Bentley A. (2006). Strontium isotopes from the earth to the archaeological skeleton: A review. Journal of Archaeological Method and Theory 13(3):135-187. Montgomery, J. (2010). Passports from the past: Investigating human dispersals using strontium isotope analysis of tooth enamel. Annals of Human Biology 37(3): 325-346. Practical class reading O'Connell, T. C., & Hedges, R. (1999). Investigations into the effect of diet on modern human hair isotopic values. American Journal of Physical Anthropology, 108(4), 409–425. Case Studies Lightfoot, E., & Stevens, R. E. (2012). Stable isotope investigations of charred barley (Hordeum vulgare) and wheat (Triticum spelta) grains from Danebury Hillfort: implications for palaeodietary reconstructions. Journal of Archaeological Science, 39(3), 656–662. Craig et al. 2009. Stable Isotopic Evidence for Diet at the Imperial Roman Coastal Site of Velia (1st and 2nd Centuries AD) in Southern Italy. American Journal of Physical Anthropology 139(4):572-583. Evans et al. 2006. Bronze age childhood migration of individuals near Stonehenge, revealed by strontium and oxygen isotope tooth enamel analysis. Archaeometry 48: 309-321 Richards et al. (1998). Stable isotope analysis reveals variations in human diet at the Poundbury Camp cemetery site. Journal of Archaeological Science 25: 1247-1252. Richards & Schulting (2006) Touch not the fish: the Mesolithic-Neolithic change of diet and its significance. Antiquity 80:444-456.

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Milner, Craig, Bailey & Andersen (2006) Touch not the fish: the Mesolithic-Neolithic change of diet and its significance - A response to Richards and Schulting. Antiquity 80:456-458. Schroeder et al. 2009. Trans-Atlantic Slavery: Isotopic Evidence for Forced Migration to Barbados. American Journal of Physical Anthropology 139(4):547-557. Balasse, M., Boury, L., Ughetto-Monfrin, J., & Tresset, A. (2013). Stable isotope insights (δ18O, δ13C) into cattle and sheep husbandry at Bercy (Paris, France, 4th millennium BC): birth seasonality and winter leaf foddering. Environmental Archaeology, 17(1), 29–44. Week 2: Sophy Charlton. Biomolecular Archaeology: An Introduction to Ancient Proteins, Ancient Lipids and Organic Residue Analysis. This lecture will take the form of two parts: the first discussing the study of ancient proteins within archaeology, the kinds of proteins we can look at in archaeological materials, and the types of information these analyses can provide us with. The second half of the lecture will focus on ancient lipids and the application of organic residue analysis within archaeology. The study of both of these biomolecules is rapidly changing our understanding of past populations. Reading List: Archaeological lipids: Pollard, AM and Heron, C (2008) Archaeological Chemistry. Royal Society of Chemistry (Chapter 11) Brown TA and Brown K (2011) Biomolecular Archaeology. Wiley-Blackwell (Chapter 4) Craig, OE et al. (2013) ‘Earliest evidence for the use of pottery’, Nature, 496: 351–354 Evershed, R (2008) ‘Organic residue analysis in archaeology: the archaeological biomarker revolution’, Archaeometry, 50 (6): 895-924 Shoda, S et al. (2018) ‘Molecular and isotopic evidence for the processing of starchy plants in Early Neolithic pottery from China’, Scientific Reports, 8: 17044 Archaeological proteins: Cappellini, E, Collins, MJ and Gilbert, MTP (2014) ‘Unlocking Ancient Protein Palimpsests’, Science, 343: 1320-1322 Brown, TA and Brown, K (2011) Biomolecular Archaeology. Wiley-Blackwell (Chapter 3) Collins, M, Buckley, M, Grundy, HH, Thomas-Oates, J, Wilson, J and van Doorn, N (2010) ‘ZooMS: the collagen barcode and fingerprints’, Spectroscopy Europe, 22 (2): 6-10 Fiddyment, S et al. (2015) ‘Animal origin of 13th-century uterine vellum revealed using noninvasive peptide fingerprinting’, PNAS, 112: 15066–15071 Warinner, C et al. (2014) ‘Direct evidence of milk consumption from ancient human dental calculus’, Scientific Reports, 4: 7104.

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Week 3: Louise Martin: Zooarchaeology and palaeoecological reconstruction While a main aim of zooarchaeology is to explore past human subsistence practices and animal ‘production’ systems (e.g. animal procurement from hunting or herd livestock), another aim can be to understand how animals relate to palaeo-landscapes and whether faunal assemblage data can inform on past ecological change. This session looks at zooarchaeological methods and approaches for exploring past environmental shifts, using evidence from vertebrate remains, primarily mammalian (both large and small). Principles of faunal turnover, diversity, intra-specific size change, and morphological adaptation are first introduced, and global case-studies are presented to show how animal remains have been used to explore both Late Pleistocene environmental changes, and also human-induced landscape modification. Essential Reading Lowe, J. and Walker, M. 2014 [3rd Edition]. Reconstructing Quaternary Environments. Routledge: London, New York. (see Chapter 4) Other Reading Boutin, S. and Lane, J. 2013. Climate change and mammals: evolutionary versus plastic responses, Evolutionary Applications, 7, 29-41. Grund, B et al 2012. Range sizes and shifts of North American Pleistocene mammals are not consistent with a climatic explanation for extinction, World Archaeology, 44:1, 43-55. Martin, R. 2014. A critique of vole clocks, Quaternary Science Review, 94, 1-6. McGuire, J. 2010 Geometric morphometrics of vole (Microtus californicus) dentition as a new palaeoclimate proxy: Shape change along geographic and climatic clines, Quaternary International 212, 198-205. Rivals, F. et al 2009 Late and middle Pleistocene ungulates dietary diversity in Western Europe indicate variations of Neanderthal palaeoenvironments through time and space, Quaternary Science Reviews, 28, 3388-3400. Week 4: Sophy Charlton. Ancient DNA The application of biomolecular methods within archaeology, particularly over the past 15 years, has arguably transformed our understanding of the archaeological past. In this lecture, we will look at how the study of ancient DNA has emerged within archaeology, the kinds of archaeological information these analyses can provide, and how recent advances have allowed us to address fundamental archaeological questions. Reading List: Ancient DNA is a rapidly developing discipline, and therefore there are no up-to- date textbooks on the subject. Some recent review papers which may be of interest however are: Brown, TA and Barnes, IM (2015) ‘The current and future applications of ancient DNA in Quaternary science’, Journal of Quaternary Science, 30: 144–153 Günther, T and Jakobsson, M (2016) ‘Genes mirror migrations in prehistoric Europe – a population genomic perspective’, Current Opinion in Genetics and Development, 41:115-123

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Hofreiter, M, Paijmans, JLA, Goodchild, H, Speller, CF, Barlow, A, Fortes, GG, Thomas, JA, Ludwig, A and Collins, MJ (2015) ‘The future of ancient DNA: Technical advances and conceptual shifts’, Bioessays, 37 (3): 284-293 Krause, J and Pääbo, S (2016) ‘Genetic time travel’, Genetics, 203 (1): 9-12 Nielsen, R, Akey, JM, Jakobsson, M, Pritchard, JK, Tishkoff, S and Willerslev, E (2017) ‘Tracing the peopling of the world through genomics’, Nature, 541 (7637): 302-310. Week 5: Dorian Fuller: Crop Domestication

The origins of agriculture is one of the key transitions in the economic history of human societies and a turning point in the scale at which human impacts landscapes. A key component of this transition was the evolution of other species especially adapted to human management such as domestication crops plants. One of their hallmarks is being more or less dependent on humans for reproduction, and being able to yield higher food content (e.g. seeds) in human disturbed or managed environments. Archaeobotanists aim to document when and how domestication evolved by recognition of key changes in those parts of crops that tend to survive in the archaeological record, including grains and rachis remains of cereals. Nevertheless some plant and plant parts, such as tubers, remain much more challenging to study. Harris, David R. & Dorian Q Fuller (2014) Agriculture: Definition and Overview. In Encyclopedia of Global Archaeology, pp. 104-113 (Springer). http://link.springer.com/referenceworkentry/10.1007/978-1-4419-0465-2_64 Zeder, Melinda A. (2015) Core questions in domestication research. Proc. Na. Acad. Sci. 112 (11): 3191-3198 http://www.pnas.org/content/112/11/3191.full Hillman, G. C., & Davies, M. S. (1990). 6. Domestication rates in wild‐type wheats and barley under primitive cultivation. Biological Journal of the Linnean Society, 39(1), 39-78. Fuller, D. Q., T. Denham, M. Arroyo-Kalin, L. Lucas, C. J. Stevens, L. Qin, R. G. Allaby and M. D. Purugganan (2014) Convergent evolution and parallelism in plant domestication revealed by an expanding archaeological record. Proc. Nat. Aca. Sci. 111 (17): 6147–6152 http://www.pnas.org/content/111/17/6147.abstract Kennedy, Jean (2012) Agricultural systems in the tropical forest: a critique framed by tree crops of Papua New Guinea. Quaternary International 249: 140-150 http://www.sciencedirect.com/science/article/pii/S1040618211003399 [other papers in this same volume may of interest too]

Week 6: Patrick Quinn. Ceramic Petrography: Pots Under the Microscope Description This week will cover the application of the geological technique of thin section petrography to the study of ancient ceramics and related materials. Following a short introduction to the principles of optical mineralogy and petrography, we will consider, with the use of case studies, how 'ceramic

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petrography' can reveal information on the manufacturing technology of pottery and thus the cultural traditions of the people who made them. We will also examine how the geological information within sherds can inform us about their place of manufacture and detect the movement of ceramics via processes such trade, exchange and migration. The application of petrographic techniques to related artefacts such as plaster and stone will also be introduced. A hands-on practical session will provide the opportunity to observe ceramics in thin section under the microscope. Essential Readings Quinn, P. S. (2013). Ceramic Petrography: The Interpretation of Archaeological Pottery & Related

Artefacts in Thin Section. Oxford: Archaeopress. (Chapter 1. Introduction to Ceramic Petrography)

Quinn, P. S., Day, P. M. and Kilikoglou, V. 2010. Keeping An Eye on Your Pots: The Provenance of Neolithic Ceramics from Cyclops Cave on the Island of Youra, Greece. Journal of Archaeological Science. 37: 1042-1052.

Quinn, P. S., Zhang, S., Yin, X. and Li, X. 2017. Building the Terracotta Army: Ceramic Craft Technology and Organisation of Production at Qin Shihuang’s Mausoleum Complex, China. Antiquity, 91: 966-97

Additional References Amicone, S. and Quinn, P. S. 2015. Verulamium Region White Ware Production at the Roman kiln

site of Brockley Hill, Middlesex: A Compositional and Technological Reassessment. Journal of Roman Pottery Studies, 16: 1-22.

Heidke, J. M. 2009. Multi-village Specialized Craft Production and the Distribution of Hokoham Sedentary Period Pottery. Tucson, Arizona. In: Quinn, P. S. (Ed.) Interpreting Silent Artefacts: Petrographic Approaches to Cultural Materials. Archaeopress: 227-244.

Nodarou, E., Frederick, C. and Hein, A. 2008. Another (mud)brick in the wall: Scientific Analysis of Bronze Age Earthen Construction Materials from East Crete. Journal of Archaeological Science, 35: 2997–3015.

Peacock, D. P. S. 1969. Neolithic Pottery Production in Cornwall. Antiquity, 43: 145-149. Piovesan, R., Curti, E., Grifa, C., Maritan, L. and Mazzoli, C. 2009. Petrographic and

microstratigraphic analysis of mortar-based building materials from the Temple of Venus, Pompeii, In: Quinn, P. S. (Ed.) Interpreting Silent Artefacts: Petrographic Approaches to Archaeological Ceramics. Archaeopress: 65-79. - Roman plaster technology at Pompeii.

Quinn, P. S. and Day, P. M. 2007. Calcareous Microfossils in Bronze Age Aegean Ceramics: Illuminating Technology and Provenance. Archaeometry, 49: 775–793.

Quinn, P. S. and Burton, M. 2015. Ceramic Distribution, Migration and Cultural Interaction Among Late Prehistoric (ca. 1300–200 B.P.) Hunter-Gatherers in the San Diego Region, Southern California. Journal of Archaeological Science Reports, 5: 285-295.

Quinn, P. S. and Burton, M. 2009. Ceramic Petrography and the Reconstruction of Hunter-Gatherer Craft Technology in Late Prehistoric Southern California. In: Quinn, P. S. (Ed.) Interpreting Silent Artefacts: Petrographic Approaches to Cultural Materials. Archaeopress: 267-295.

Travé Allepuz, E. T., Quinn, P. S. and López Pérez, M. D. 2015. To the Vicinity and Beyond! Production, Distribution and Trade of Cooking Greywares in Medieval Catalonia, Spain. Archaeological and Anthropological Sciences, 6: 397-410.

Travé Allepuz, E., Quinn, P.S., López Pérez, M.D. and Padilla Lapuente, J.I. 2014. One Hundred Sherds of Grey: Compositional and Technological Characterization of Medieval Greyware Pottery Production at Cabrera d’Anoia, Catalonia, Spain, Archaeological and Anthropological Sciences, 6: 397-410.

Whitbread, I K. 2001. Ceramic Petrology, Clay Geochemistry and Ceramic Production: From Technology to the Mind of the Potter. In: (Brothwell, D. R. and Pollard, A. M.) Handbook of Archaeological Sciences, Wiley: 449–458.

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Week 7: Michael Charlton / Miljana Radivojevic : The elemental composition of artefacts and

provenance

Elements are the building blocks of all materials. Characterization of elemental composition in

artefacts can be used to consider questions related to technological processes and provenance.

We will consider the structure of matter, principles of analysis, and the relative advantages of

different characterization techniques. The application of elemental analyses to provenancing will

be explored through case studies. We will also take a look at the advantages and limitations of

portable X-ray fluorescence, a method that is being widely applied in archaeology at the present

time. This also gives us the opportunity to consider some general issues, such as the importance

of accuracy and precision to our measurements.

Essential reading

Pollard, A. M., Bray, P. J., & Gosden, C. (2014). Is there something missing in scientific

provenance studies of prehistoric artefacts? Antiquity, 88(340), 625–631.

https://doi.org/10.1017/S0003598X00101255

Pernicka, E (2014) Provenance determination of archaeological metal objects In: Roberts, B., W. & Thornton, C. P. (eds.) Archaeometallurgy in Global Perspective: Methods and Syntheses. New York: Springer, pp. 239-268. Online

Shackley, M. S. (2011). An introduction to X-ray fluorescence (XRF) analysis in archaeology. In X-

ray fluorescence spectrometry (XRF) in Geoarchaeology (pp. 7-44). Springer New York.

Downloadable from:

http://www.newbooks-services.de/MediaFiles/Texts/2/9781441968852_Excerpt_001.pdf

Tykot R. F. (2004) Scientific Methods and Applications to Archaeological Provenance Studies, in M.

Martini, M. Milazzo & M. Piacentini (eds.), Physics Methods in Archaeometry, 407-432. Bologna,

Italy: Società Italiana di Fisica. Downloadable from Rob Tykot’s own site, no. 40 in list of refereed

articles where there is a lot of other relevant material:http://shell.cas.usf.edu/~rtykot/Pubs.html)

Other Reading

Blomster J P, Neff H, Glascock M (2005) Olmec pottery production and export in ancient Mexico

through elemental analysis. Science 307, 1068-1072

Butcher, K., & Ponting, M. (2009). The silver coinage of Roman Syria under the Julio-Claudian

emperors.Levant, 41(1), 59-78.

Charlton, M. F., Blakelock, E., Martinón-Torres, M., & Young, T. (2012). Investigating the

production provenance of iron artifacts with multivariate methods. Journal of Archaeological

Science, 39(7), 2280–2293. https://doi.org/10.1016/j.jas.2012.02.037

Craddock, P.T., Cowell, M.R., Leese, M.N. and Hughes, M.J. (1983) The trace element

composition of polished flint axes as an indicator of source Archaeometry, 25, 135-164.

15

Diehl R A (2005) Patterns of cultural primacy. Science 307, 1055-1066

Hughes M J (1991) Tracing to Source. In Bowman, S. (Ed.) Science and the Past. London: BMP

Hughes M.J. and A. Vince, Neutron activation analysis and petrology of Hispano-Moresque pottery,

353-67 in J. S. Olin and M.J. Blackman (eds.), Proceedings of the 24th International Archaeometry

Symposium (Washington DC, 1986).

Hughes, R. E., Högberg, A., & Olausson, D. (2012). The Chemical Composition of Some

Archaeologically Significant Flint from Denmark and Sweden. Archaeometry, 54(5), 779-795.

Pernicka, E (2014) Provenance determination of archaeological metal objects In: Roberts, B., W. &

Thornton, C. P. (eds.) Archaeometallurgy in Global Perspective: Methods and Syntheses. New

York: Springer, pp. 239-268. Online

Pollard, A.M. & Heron, C. (2008) Archaeological Chemistry, The Royal Society of Chemistry

.

Week 8

Mike Charlton and Miljana Radivojević : Provenance, Technology and the Microscope

We explore how different types of microscopy applied to artefacts can help us understand where

and how they were made. We discuss the differences in approach between “provenancing” by

elemental analysis and by petrography. We also look at how microscopy informs us about the way

things were made and in particular focus on the role of the scanning electron microscope (SEM)

and its attached analytical capabilities. The SEM brings together high magnification and chemical

analysis in a single instrument and has many applications across a wide range of archaeological

science. There will be a practical using the SEM in the Wolfson laboratories.

Essential Reading

Frahm, Ellery (2014) Scanning Electron Microscopy (SEM): Applications in Archaeology. In

Encyclopedia of Global Archaeology, pp. 6487-6495. Springer New York.

Freestone, I.C. (1995) Ceramic petrography, American Journal of Archaeology 99, 111-5.

McCrone, W. C. (1990). The Shroud of Turin: blood or artist’s pigment? Accounts of Chemical

Research, 23(3), 77–83. https://doi.org/10.1021/ar00171a004

Ponting, M. (2004) The scanning electron microscope and the archaeologist. Physics Education

vol 39 issue 2 pp 166-170

Other Reading

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Freestone I C (1990) Looking into Glass. In Bowman, S. (Ed.) Science and the Past. London: BMP

[Portland Vase case study]

Hill J D, Spence A J, La Niece S and Worrell S (2004) The Winchester Hoard: a find of unique Iron

Age jewellery from Southern England. Antiquaries Journal 84, 1-22.

Krishnan, K., I. C. Freestone, and A. P. Middleton. (2005) The technology of 'Glazed' Reserved

Slip Ware-A fine ceramic of the Harappan period. Archaeometry 47: 691-703.

La Niece S and Hill J D (2004) A unique 1st century hoard of gold from Southern Britain: an

interface between the Celtic and Classical worlds. In Perea A, Montero I and Garcia-Vuelta (eds)

Ancient Gold Technology: America and EuropeAnejos de AEspA 23, 265-274.

Meeks N. et al. (eds) (2012) Historical Technology, Materials and Conservation: SEM and

Microanalysis. Archetype. [good range of materials and case studies]

Sax M., Meeks N. D., Collon D. (2000), ‘The introduction of the lapidary engraving wheel in

Mesopotamia’, Antiquity, 74(284), pp. 380-387

Sax M., Walsh J.M., Freestone I.C., Rankin A.H., Meeks N.D. (2008), 'The origins of two large

purportedly pre-Columbian Mexican crystal skulls', Journal of Archaeological Science, 35(10), pp.

2751-2760

Towe, K. M. (1990). The Vinland Map: still a forgery. Accounts of Chemical Research, 23(3), 84–

87. https://doi.org/10.1021/ar00171a005

Week 9:

Mike Charlton and Miljana Radivojević Reconstructing past behaviour through the

analysis of metal artefacts

The analysis of artefacts can tell us not just about their technology, but about how people

organized themselves, their preferences and their outlook on the world. This session

discusses how the analysis of metals is yielding new insights into the behaviour of the people

that made and used them.

Essential reading

Killick, D. and Fenn, T. 2012. Archaeometallurgy: the study of preindustrial mining and

metallurgy. Annual Review of Anthropology 41, 559–575. Online

Rehren, Th. and Pernicka, E. 2008. Coins, artefacts and isotopes – archaeometallurgy and

Archaeometry. Archaeometry 50(2): 232-248. Online

General and more detailed resources:

Roberts, W. B. and Thornton, C. P. 2014 (eds). Archaeometallurgy in Global Perspective:

Methods and Syntheses. New York: Springer. Online via UCL Library

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Bayley, J., Crossley, D. and Ponting, M. 2008. Metals and metalworking. A research

framework for archaeometallurgy. London: Historical Metallurgy Society INST ARCH KEA

Qto BAY, ISSUE DESK IOA BAY 2, or online at: http://hist-met.org/arch_comm.html

Historical Metallurgy Society Datasheets: http://hist-met.org/resources/datasheets.html

Dungworth, D. 2015. Archaeometallurgy: Guidelines for Best Practice. Historic England

[http://hist-met.org/images/New-Archaeometallurgy-Guidelines.pdf]

Case studies discussed in the class:

Charlton, M., & Humphris, J. (2017). Exploring ironmaking practices at Meroe, Sudan—a

comparative analysis of archaeological and experimental data. Archaeological and

Anthropological Sciences, 1–18. https://doi.org/10.1007/s12520-017-0578-2

Humphris, J., Charlton, M. F., Keen, J., Sauder, L., & Alshishani, F. (2018). Iron Smelting in

Sudan: Experimental Archaeology at The Royal City of Meroe. Journal of Field Archaeology,

43(5), 399–416. https://doi.org/10.1080/00934690.2018.1479085

Li, X.J., Bevan, A., Martinon-Torres, M., Rehren, T., Cao, W., Xia, Y., Zhao, K. (2014).

Crossbows and imperial craft organisation: the bronze triggers of China's Terracotta Army.

Antiquity, 88, 126-140.

Martinón-Torres, M., Li, X., Bevan, A., Zhao, Y., Rehren, T. (2014). Forty-thousand arms for a

single emperor: from chemical data to the labor organisation behind the bronze arrows for

the Terracotta Army.Journal of Archaeological Method and Theory, 21 (3), 534-562.

Martinón-Torres, M., Li, X.J., Bevan, A., Xia, Y., Zhao, K., Rehren, T. (2011). Making weapons

for the Terracotta Army. Archaeology International, 13-14 65-75.

Radivojević, M., Rehren, Th., Farid, S., Pernicka, E. & Camurcuoğlu, D. S. 2017. Repealing the Çatalhöyük extractive metallurgy: The green, the fire and the 'slag'. Journal of Archaeological Science, 86, pp. 101-122. Online

Radivojević, M. 2015. Inventing metallurgy in western Eurasia: a look through the microscope

lens. Cambridge Archaeological Journal, 25, pp. 321-338. Online

Week 10 To be confirmed

4 ONLINE RESOURCES Moodle 5 ADDITIONAL INFORMATION Information for intercollegiate and interdepartmental students

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Students enrolled in Departments outside the Institute should obtain the Institute’s coursework guidelines from Judy Medrington’s office (email j.medrington@ucl.ac.uk),. These guidelines will also be available on Moodle under Student Administration. Health and safety (if applicable)

The Institute has a Health and Safety policy and code of practice which provides guidance on laboratory work, etc. This is revised annually and the new edition will be issued in due module . All work undertaken in the Institute is governed by these guidelines and students have a duty to be aware of them and to adhere to them at all times. This is particularly important in the context of the laboratory/field/placement work which will be undertaken as part of this module.

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IoA MODULE HANDBOOK TEMPLATE 2018-19 ___________________________ APPENDIX A: POLICIES AND PROCEDURES 2018-19(PLEASE READ CAREFULLY) This appendix provides a short précis of policies and procedures relating to modules. It is not a substitute for the full documentation, with which all students should become familiar. For full information on Institute policies and procedures, see the IoA Student Administration section of Moodle: https://moodle.ucl.ac.uk/module/view.php?id=40867 For UCL policies and procedures, see the Academic Regulations and the UCL Academic Manual: http://www.ucl.ac.uk/srs/academic-regulations ; http://www.ucl.ac.uk/academic-manual/ GENERAL MATTERS ATTENDANCE: A register will be taken at each class. If you are unable to attend a class, please notify the lecturer by email. DYSLEXIA: If you have dyslexia or any other disability, please discuss with your lecturers whether there is any way in which they can help you. Students with dyslexia should indicate it on each coursework cover sheet. COURSEWORK LATE SUBMISSION: Late submission will be penalized in accordance with current UCL regulations, unless formal permission for late submission has been granted. The UCL penalties are as follows:

The marks for coursework received up to two working days after the published date and time will incur a 10 percentage point deduction in marks (but no lower than the pass mark).

The marks for coursework received more than two working days and up to five working days after the published date and time will receive no more than the pass mark (40% for UG modules, 50% for PGT modules).

Work submitted more than five working days after the published date and time, but before the second week of the third term will receive a mark of zero but will be considered complete.

GRANTING OF EXTENSIONS: Please note that there are strict UCL-wide regulations with regard to the granting of extensions for coursework. You are reminded that Module Coordinators are not permitted to grant extensions. All requests for extensions must be submitted on a the appropriate UCL form, together with supporting documentation, via Judy Medrington’s office and will then be referred on for consideration. Please be aware that the grounds that are acceptable are limited. Those with long-term difficulties should contact UCL Student Disability Services to make special arrangements. Please see the IoA website for further information. Additional information is given here http://www.ucl.ac.uk/srs/academic-manual/c4/extenuating-circumstances/ RETURN OF COURSEWORK AND RESUBMISSION: You should receive your marked coursework within one month of the submission deadline. If you do not receive your work within this period, or a written explanation, notify the Academic Administrator. When your marked essay is returned to you, return it to the Module Co-ordinator within two weeks. You must retain a copy of all coursework submitted. CITING OF SOURCES and AVOIDING PLAGIARISM: Coursework must be expressed in your own words, citing the exact source (author, date and page number; website address if applicable) of any ideas, information, diagrams, etc., that are taken from the work of others. This applies to all media (books, articles, websites, images, figures, etc.). Any direct quotations from the work of others must be indicated as such by being placed between quotation marks. Plagiarism is a very serious irregularity, which can carry heavy penalties. It is your responsibility to abide by requirements for presentation, referencing and avoidance of plagiarism. Make sure you understand definitions of plagiarism and the procedures and penalties as detailed in UCL regulations: http://www.ucl.ac.uk/current-students/guidelines/plagiarism RESOURCES MOODLE: Please ensure you are signed up to the module on Moodle. For help with Moodle, please contact Charlotte Frearson (c.frearson@ucl.ac.uk)

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APPENDIX TO BE INCLUDED AT THE END OF EVERY MODULE HANDBOOK, EXCEPT THOSE FOR CORE MODULES, WHICH SHOULD INCLUDE THE PAGE ABOVE INSTEAD INSTITUTE OF ARCHAELOGY COURSEWORK PROCEDURES General policies and procedures concerning modules and coursework, including submission procedures, assessment criteria, and general resources, are available on the IoA Student Administration section of Moodle: https://moodle.ucl.ac.uk/module/view.php?id=40867 . It is essential that you read and comply with these. Note that some of the policies and procedures will be different depending on your status (e.g. undergraduate, postgraduate taught, affiliate, graduate diploma, intercollegiate, interdepartmental). If in doubt, please consult your module co-ordinator. GRANTING OF EXTENSIONS: Note that there are strict UCL-wide regulations with regard to the granting of extensions for coursework. Note that Module Coordinators are not permitted to grant extensions. All requests for extensions must be submitted on a the appropriate UCL form, together with supporting documentation, via Judy Medrington’s office and will then be referred on for consideration. Please be aware that the grounds that are acceptable are limited. Those with long-term difficulties should contact UCL Student Support and Wellbeing to make special arrangements. Please see the IoA Student Administration section of Moodle for further information. Additional information is given here http://www.ucl.ac.uk/srs/academic-manual/c4/extenuating-circumstances/