This course provides an overview of the principle dating techniques used within archaeology and, more generally, the Quaternary. Starting with fundamental principles such as stratigraphy and relatively simple methods such as dendrochronology (tree-ring dating), the course will progress to examine some of the main scientifically based methods, such as radiocarbon, U-series, potassium/argon, luminescence and electron spin resonance dating. Students will learn to design dating strategies, evaluate published datasets and build chronological models to interrogate archaeological and palaeoenvironmental hypotheses. Where possible, the course will include visits to the respective laboratories.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. explain the principles underlying the dating techniques applied to archaeological and quaternary palaeoenvironmental questions;
2. identify which techniques can be used in a variety of archaeological and palaeoenvironmental contexts;
3. use examples to illustrate the advantages and limitations of the methods;
4. critically evaluate whether a published chronological dataset is able to answer an archaeological or palaeoenvironmental question; and
5. construct a chronological model to test an archaeological or palaeoenvironmental hypothesis.

Research-Led Teaching

This course is is guided by research-led teaching.

1. It will include the research of several researchers at the ANU and a guest lecturer from Southern Cross University.
2. It aims to teach you how to critically assess, analyse and interpret chronological data. The tutorials will begin by providing exercises to help explain the methods (weeks 1-3). In later tutorials, after a few exercises to aid understanding of the methods, you will develop skills to critically analyse a series of papers related to major research questions (weeks 4-10).
3. You will learn data analysis skills used by geochronologists (week 6, tutorial). OxCal is a widely used program designed to calibrate and statistically analyse radiocarbon dates, and the associated assessment will require you to build and interpret models to answer a current question in archaeology (there is no right answer!).

Recommended Resources

Whether you are on campus or studying remotely, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• discussion with class representative

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Lecture: Introduction to dating and chronology-building (lecture)Tutorial: Scientific basics (guided reading)	Assessment 1: Completion of online Wattle activity
2	Lecture: Stratigraphy, dendrochronology, and marker horizonsTutorial: Introduction to each other, to materials, and to reading scientific papers	Assessment 2: Activity on designing and describing a Harris matrix (matrix sketch + 200 word description)
3	Guest lecture on geochronology: Dr Renaud Joannes-Boyau	Assessment 3: Journal entry, reflection on Dr Joannes-Boyau's lecture (300 words)
4	Lecture: Radiocarbon dating ITutorial: Radiocarbon – when did Neanderthals become extinct?	Assessment 4: Design a quiz (questions + answers) on the basic principles behind radiocarbon dating (1000 words)
5	Lecture: Radiocarbon dating IITutorial: Visit to radiocarbon lab (with Professor Stewart Fallon)	Assessment 5: Mini-research essay describing the history or importance of one aspect of instrumentation, sampling, or data processing you learned about during the tour of the radiocarbon lab (300 words)
6	Lecture: Chronological modellingTutorial: using OxCal to calibrate dates and build chronological models	Assessment 6: Submit an outline of your plan for the chronological-modelling activity (full report due on November 7rd) (300 words)
7	Lecture: Trapped charge dating techniques (OSL, ESR, TL)Tutorial: Trapped charge methods – when did the Australian megafauna go extinct?	Assessment 7: Short critical essay: compare the methods and applications of radiocarbon dating and optically stimulated thermoluminescence (OSL) (500 words)
8	Lecture: Radioactive decay (K/Ar, Ar/Ar); Amino acid racemisation (AAR)Tutorial: argon/argon dating – when did modern humans evolve?	Assessment 8: Your choice of assessment (design a quiz; critical analysis of a case study; design a hypothetical dating programme)
9	Lecture: Radioactive decay (U/Th, U/Pb, 210Pb, Fission track)Tutorial: U-series – when did modern humans leave Africa?	Assessment 9: Design a hypothetical dating programme on combining electron spin resonance (ESR) and U-series dating (300 words)
10	Lecture: Cosmogenic dating methods (Kieth Fifield)Tutorial: Multiple methods – Dating rock art	Assessment 10: Group preparation to play the game Unbelievable Truths of Scientific Dating (3 min presentation)
11	Lecture: Magnetic dating methods (David Heslop)Tutorial: class game Unbelievable Truths of Scientific Dating	Assessment 11: Make a flow chart for determining the most appropriate dating techniques for use in research (chart + 100 word descriptions)
12	Lecture: Recap of the whole courseTutorial: Clarifications of expectations for chronological modelling essay	Assessment 12: Chronological Modelling Essay due midnight on November 7rd (1500 words)

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Online Wattle activity	7 %	04/08/2023	1
Stratigraphy: design and describe a Harris matrix	7 %	11/08/2023	1,2
Topics in geochronology: journal entry reflecting on Dr Joannes-Boyau's lecture	7 %	18/08/2023	2,4
Radiocarbon dating: design a quiz on the basic principles	7 %	25/08/2023	1,2,3,4
Radiocarbon dating: mini-research essay	7 %	01/09/2023	1,2,3,4
Chronological-modelling essay outline	7 %	08/09/2023	3,4,5
Radiocarbon and OSL: Critical essay	7 %	29/09/2023	1,2,3,4
Potassium-argon dating: self-chosen assessment type	7 %	06/10/2023	1,2,3,4
Design a hypothetical dating programme (300 words)	7 %	13/10/2023	1,2,3,4
Group preparation to play the game Unbelievable Truths of Scientific Dating (3 min presentation)	7 %	20/10/2023	1,2,3
Make a flow chart for determining the most appropriate dating techniques for use in research (chart + 100 word descriptions)	7 %	27/10/2023	2,3
Essay on chronological modelling	30 %	07/11/2023	3,4,5

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Guideline and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

Participation at tutorials is required. Ideally this will be in person, but online is also fine.

Lectures should be listened to and the embedded questions answered before attending tutorials.

For weeks 4-10, a tutorial reading list will be provided. Time will be provided for you to read in class, but it is a good idea to look at the paper before attending!

Examination(s)

None.

Assessment Task 1

Online Wattle activity

Details of the activity will be provided in Wattle and explained in Week 1 lecture.

Assessment Task 2

Stratigraphy: design and describe a Harris matrix

For submission: a matrix sketch (drawn digitally or using pen & paper) + 200 word explanation.

Description of the activity and grading rubric will be provided through Wattle and explained in Week 2 tutorial.

Assessments 1–11 have an equal weighting of 7%, and students will have the option to drop the lowest grade.

Assessment Task 3

Topics in geochronology: journal entry reflecting on Dr Joannes-Boyau's lecture

For submission: 300 word journal entry (citations of research studies discussed by Dr Joannes-Boyau optional, but strongly suggested).

Assignment expectations and grading rubric will be provided through Wattle and explained in Week 2 tutorial.

Assessments 1–11 have an equal weighting of 7%, and students will have the option to drop the lowest grade.

Assessment Task 4

Radiocarbon dating: design a quiz on the basic principles

For submission: a self-designed quiz; both short answer-questions and essay-questions are allowed, as long as all questions are answered and the total length of questions + answers is at least 1000 words. If answers are not provided, a maximum 40 % of the mark for this assessment can be attained.

Assignment expectations and grading rubric will be provided through Wattle and explained in Week 4 tutorial. 

Assessments 1–11 have an equal weighting of 7%, and students will have the option to drop the lowest grade.

Assessment Task 5

Radiocarbon dating: mini-research essay

For submission: 300 word essay describing the history or importance of one aspect of instrumentation, sampling, or data processing you learned about during the tour of the radiocarbon lab (include appropriate citations of academic articles and online resources; citations do not count towards word count).

Assignment expectations and grading rubric will be provided through Wattle and explained in Week 5 tutorial. 

Assessments 1–11 have an equal weighting of 7%, and students will have the option to drop the lowest grade.

Assessment Task 6

Chronological-modelling essay outline

For submission: a 300 word outline of your plan for writing the chronological-modelling essay; combination of bullet points and full-paragraphs allowed; include appropriate citations of academic articles and online resources (citations do not count towards word count)

Assignment expectations and grading rubric will be provided through Wattle and explained in Week 6 tutorial. 

Assessments 1–11 have an equal weighting of 7%, and students will have the option to drop the lowest grade.

Assessment Task 7

Radiocarbon and OSL: Critical essay

For submission: a 500 word critical essay comparing the methods and applications of radiocarbon dating and optically stimulated thermoluminescence (OSL); include appropriate citations of academic articles (citations do not count towards word count)

Assignment expectations and grading rubric will be provided through Wattle and explained in Week 7 tutorial. 

Assessments 1–11 have an equal weighting of 7%, and students will have the option to drop the lowest grade.

Assessment Task 8

Potassium-argon dating: self-chosen assessment type

For submission: your choice of assessment (a 1000 word self-made quiz; a 400 critical analysis of a case study; a 400 word description of a hypothetical dating program; other format discussed with and approved by convener).

Assignment expectations and grading rubric will be provided through Wattle and explained in Week 8 tutorial. 

Assessments 1–11 have an equal weighting of 7%, and students will have the option to drop the lowest grade.

Assessment Task 9

Design a hypothetical dating programme (300 words)

For submission: a 300 word description of a hypothetical dating program combining electron spin resonance (ESR) and U-series dating to answer a research question about our human past; include appropriate citations of academic articles (citations do not count towards word count)

Description of the activity and grading rubric will be provided through Wattle and explained in Week 9 tutorial. 

Assessments 1–11 have an equal weighting of 7%, and students will have the option to drop the lowest grade.

Assessment Task 10

Group preparation to play the game Unbelievable Truths of Scientific Dating (3 min presentation)

For submission: a 3-min script of a presentation for the game Unbelievable Truths of Scientific Dating, created through collaborative group work.

Description of the activity and grading rubric will be provided through Wattle and explained in Week 10 tutorial. 

Assessments 1–11 have an equal weighting of 7%, and students will have the option to drop the lowest grade.

Assessment Task 11

Make a flow chart for determining the most appropriate dating techniques for use in research (chart + 100 word descriptions)

For submission: a flow chart + 100 word descriptions explaining how to determine the most appropriate dating techniques for use in archaeological and palaeoenvironmental studies.

Description of the activity and grading rubric will be provided through Wattle and explained in Week 11 tutorial. 

Assessments 1–11 have an equal weighting of 7%, and students will have the option to drop the lowest grade.

Assessment Task 12

Essay on chronological modelling

For submission: a 1,500 word essay (covering background research, materials, description of model built using OxCal, findings and discussion); include appropriate citations of academic articles (citations do not count towards word count).

Assignment expectations and grading rubric will be provided through Wattle and explained in Week 6 and Week 11 lectures. 

Deadline: midnight on November 7th

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
• Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Access and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students