PALEOECOLOGY AND ENVIRONMENTAL CONSERVATION

1. Knowledge and understanding

The student will acquire a solid understanding of the fundamental concepts of paleoecology, developing the ability to observe, analyze, and describe the paleontological content of sedimentary successions.

2.  Applying knowledge and understanding

The student will be able to apply the acquired knowledge to interpret paleontological assemblages and their stratigraphic variations. They will be capable of using fossil organisms as indicators of environmental changes, including those occurring over short time scales, with potential applications in the field of environmental conservation and conservation paleobiology.

3.  Making judgements

The student will develop the ability to critically interpret paleontological data and use them in paleoenvironmental reconstructions. Independent and in-depth exploration of the topics covered will be encouraged, through both multi- and interdisciplinary approaches.

4.  Communication skills

Through active participation in lectures, practical exercises, and laboratory activities, the student will learn to use the technical language of the discipline and to communicate acquired knowledge with clarity, accuracy, and scientific rigor. They will also be able to effectively present and discuss case studies, demonstrating skills in synthesis, argumentation, and the use of visual aids and bibliographic sources.

5.  Learning skills

The student will develop an integrated and in-depth view of paleoecology and its relevance to environmental conservation and conservation paleobiology, enhancing their ability to independently expand their competencies through the study of recommended bibliographic resources, including reference texts and recent scientific publications. They will be able to update and deepen their knowledge critically, also in preparation for further studies or research activities.

·      Lectures supported by PowerPoint presentations and videos.

·      Laboratory activities aimed at learning techniques for processing paleontological and paleoecological samples, including the observation and analysis of fossils and fossiliferous rocks, also using microscopes, to identify fossil assemblages of paleoecological and paleoenvironmental interest. During the laboratory sessions, students will also learn methods for collecting, processing, and presenting quantitative data, which are essential for paleoecological and paleoenvironmental reconstructions, as well as for applied studies in environmental conservation and conservation paleobiology. Additionally, students will be trained in reading and understanding scientific publications and in presenting them seminar-style through PowerPoint presentations.

·      Seminars delivered by researchers from our University or from other Italian and international research institutions, experts in specific topics and, in some cases, authors of the case studies discussed during the lectures.

·      A possible field excursion to be held at the end of the course or at another date agreed upon with the students, for direct observation of fossil assemblages and paleobiocoenoses in the field.

To ensure equal opportunities and comply with current legislation, students with disabilities and/or specific learning disorders (DSA) can request a personal meeting to arrange any necessary compensatory measures, based on the educational objectives and individual needs. Students can also contact the CInAP (Centre for Active and Participated Integration – Disability and/or DSA Services) representative of our Department, Prof. Giorgio De Guidi.

A basic knowledge of present-day physical geography (including the distribution of continents, oceans, and major seas), plate tectonics, and the general paleogeography of major continental masses and oceans from the Late Paleozoic onward is required. In addition, students should be familiar with the fundamental concepts of paleontology and stratigraphy.

Attendance to both lectures and laboratory sessions for at least 70% of the total scheduled hours is mandatory, in accordance with the teaching regulations. Attendance will be recorded by the course lecturer.

Paleoecology and Ecology. Relationships between paleoecology and ecology: analogies and differences. Research approaches in both fields. Main challenges in paleoecological studies. Subdivisions of paleoecology and main operational units.

Marine Paleoecology. Life modes and trophic strategies of marine organisms. Biotic and abiotic factors influencing organism distribution and their spatio-temporal variation, with a focus on benthic communities. Depositional environments and main physiographic units. Vertical zonation of the marine realm.

Relationships between benthic organisms and substrate. Hard, soft, ephemeral, and anthropogenic substrates: distribution and characteristics. Influence of substrate on organism distribution. Morphological adaptations related to substrate and habitat. Evolution of seafloor conditions.

Benthic bionomy and zonation. Zonation of the Benthic Domain: zones, systems, and major biocoenoses of geological, paleontological, and conservation interest. Heterogeneous assemblages as indicators of environmental instability (tectonic and/or climatic). From living associations (biocoenoses) to fossil assemblages (paleobiocoenoses): interpretative criteria and limitations.

Methods of study. Sampling techniques and analysis of fossil assemblages in the field and laboratory. Practical exercises: sample processing and microscope observations.

Environmental conservation and conservation paleobiology. Definition, aims, and potential applications. Use of historical and fossil data for the conservation of modern ecosystems and species. Concepts of ecological baseline and shifting baseline. Ecosystem variability in response to climate change and anthropogenic impact.

Case studies. Selected examples of studies focused on paleoecological and/or paleoenvironmental reconstructions, and on applications to environmental conservation and conservation paleobiology.

Slides from all lectures and scientific publications provided by the teacher, to be supplemented with selected chapters from:

·      AA. VV. 2020. Manuale di Paleontologia, Fondamenti-Applicazioni. Edizioni Idelson-Gnocchi.

·      Benton M.J., Harper D.A. 2020. Introduction to Paleobiology and the Fossil Record. Wiley-Blackwell.

·      Cognetti G., Sarà M., Magazzù G. 1999. Marine Biology. Calderoni, Bologna.

·      Dietl G.P., Flessa K.W. 2017. Conservation Paleobiology: Science and Practice. University of Chicago Press.

·      Kinne O. 1982. Marine Ecology. A Comprehensive, Integrated Treatise on Life in Oceans and Coastal Waters. John Wiley & Sons Inc.

·      Margalef R. 1985. Key Environments. Western Mediterranean. Pergamon Press.

·      Raffi S., Serpagli E. 1993. Introduzione alla Paleontologia. Edizioni Utet.

Further details are available in the "Course Planning" section.

Learning will be assessed through a final oral examination, scheduled according to the official calendar published on the degree program website. The questions will follow the format of those provided in the example list and will focus primarily on benthic bionomy, including relevant definitions and key concepts. During the exam, students will also be asked to present the characteristics of a biocoenosis of their choice, illustrating its relevant paleoecological aspects.

In addition, a midterm assessment is planned during the teaching break period established by the LM-74/79 degree program. This assessment will consist of an individual seminar-style presentation (PowerPoint format), in which the student will present one of the case studies discussed in class, based on a scientific publication selected by the teacher and agreed upon with the students. This assignment will assess the student’s ability to understand and communicate a paleoecological analysis, synthesize complex information, and argue with clarity and scientific rigor. It will also provide an opportunity to strengthen oral presentation skills and the ability to critically discuss case studies.

·      Description of a paleoecologically relevant biocenosis of the student’s choice.

·      What is meant by the term biocenosis?

·      How is an exclusive characteristic species defined?

·      What are accompanying species in a biocenosis?

·      What are accidental species within a biocenosis?

·      What are the main paleoecologically relevant biocenoses of the supralittoral zone?

·      Which biocenoses characterize the mesolittoral zone and are relevant to paleoecology?

·      What paleoecologically important biocenoses are found in the infralittoral zone?

·      What are the typical biocenoses of the circalittoral zone relevant to paleoecology?

·      Which biocenoses of paleoecological interest are found in the bathyal zone?

·      What is meant by heterogeneous population and what is its paleoecological significance?

·      How is a thanatocoenosis defined and what importance does it have in paleoecology and environmental conservation?

·      What is a taphocoenosis and what is its significance?

·      What is meant by orictocenosis?

·      What is meant by residual fossil community?