PALEOECOLOGY AND ENVIRONMENTAL CONSERVATION

A. Knowledge and understanding

The student will acquire a solid knowledge and understanding of the fundamental concepts of paleoecology, of the principles and processes governing the interactions between organisms and the environment over geological time, and of the main methods used for paleoecological and paleoenvironmental reconstructions based on the analysis of the fossil record and sedimentary successions.

B.  Applying knowledge and understanding

The student will be able to apply the acquired knowledge to interpret fossil assemblages and their spatial and temporal variations, integrating paleontological, stratigraphical, and paleoenvironmental data. The student will also be able to reconstruct past ecosystem dynamics and paleoenvironmental changes through the use of paleontological and paleoecological databases and through laboratory activities aimed at data acquisition, processing and analysis. These skills will have potential applications in environmental conservation and conservation paleobiology.

C.  Making judgements

The student will develop the ability to critically select and apply appropriate paleoecological analytical methods in different contexts and to evaluate data and interpretative models. This competence will be developed through guided analysis of case studies from the scientific literature and the reproduction of quantitative analysis using Excel spreadsheets and the software R. The student will also be encouraged, to independently deepen the topics covered, adopting a multi- and interdisciplinary approach.

D.  Communication skills

The student will develop the ability to analyze, synthetize, and effectively communicate scientific and technical results to both specialist and non-specialist audiences, using clear language that combines technical terminology with more accessible and explanatory forms of communication. These skills will be developed through active participation in lectures, exercises, and laboratory activities, as well as through Journal Club activities based on scientific papers, during which students will present and discuss case studies in rotation with the lecturer and classmates. Specific exercises will be dedicated to the preparation and delivery of PowerPoint presentations, in addition to seminars given by external experts, with whom students will be expected to actively interact.

E.  Learning skills

The student will develop an integrated and in-depth view of paleoecology and its relevance for environmental conservation, gaining the ability to independently update and expand their knowledge. The student will be able to critically consult scientific databases, including paleontological and paleoecological datasets used during practical sessions, and to autonomously collect and organise data for analysis. Finally, the student will be able to select and use bibliographic sources for the preparation of PowerPoint presentations on assigned case studies.

The course consists of a total of 52 hours of teaching delivered by the lecturer, including 28 hours of lectures and 24 hours of laboratory activities, structured as follows:

• Lectures supported by PowerPoint presentations and videos.

• Laboratory activities and practical exercises aimed at learning processing techniques and the observation and analysis of paleontological and paleoecological samples. Activities include the observation of fossils and fossiliferous rocks, also under the microscope, and the identification of fossil assemblages of paleoecological and paleoenvironmental interest. During practical sessions, students will also develop skills in data collection, processing, and analysis, including the use of databases, spreadsheets, and the software R, with applications to paleoecological and paleoenvironmental reconstructions, as well as for applied studies in environmental conservation and conservation paleobiology. Practical work also includes guided activities on reading, interpreting, and discussing scientific publications, as well as presenting them in seminar form using PowerPoint.

• Seminars delivered by researchers from national and international research institutions, experts in specific topics and, in some cases, authors of the case studies discussed during the course. Students will be actively involved in critical discussion of the presented content.

• Optional field excursion to be carried out at the end of the course or on another date agreed upon with the students, aimed at the direct observation of fossil assemblages and paleobiocoenoses in the field.

If the course is delivered in blended or remote mode, appropriate adjustments may be made to the above, in order to ensure consistency with the syllabus.

A basic knowledge of physical geography is required, with particular reference to the distribution of continents, oceans, and major seas, as well as the fundamental principles of plate tectonics and the paleogeography of major continental masses and oceans since the Late Paleozoic. Basic knowledge of paleontology and stratigraphy is also required. These topics will, however, be briefly reviewed at the beginning of the course and recalled whenever necessary for the understanding of specific course contents.

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: similarities and differences. Approaches in both fields and main challenges in paleoecological research. 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 spatial and temporal variability, with particular focus on benthic systems. Depositional environments, main physiographic units, and vertical zonation of the marine environment.

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 relevance. 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 field and laboratory settings. Practical exercises aimed at the acquisition, processing, and analysis of paleontological and paleoecological data. Use of specialized databases for quantitative data extraction, microscope observations, and exercises using analytical tools (Excel spreadsheets and software R).

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, with particular emphasis on the contribution of paleoecology to environmental conservation.

Case studies.

Analysis of selected case studies from the international scientific literature, focusing on paleoecological and paleoenvironmental reconstructions and applications in environmental conservation and conservation paleobiology. Case studies are used as the basis for Journal Club activities, in-class critical discussion, and exercises in data analysis and interpretation.

Slides from lectures, additional teaching material and scientific publications provided by the lecturer, 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 outcomes will be assessed through an in-course assessment and a final oral examination, according to the official schedule published on the degree program website. 

The in-course assessment will consist of a seminar-style presentation in PowerPoint format, based on a case study selected by the student from those discussed during the course. The assessment will last approximately 30 minutes, including 20 minutes for the presentation and 10 minutes for the subsequent discussion. This activity is integrated into the course's practical sessions and Journal Club activities and is aimed at evaluating the studen't ability to understand, synthetize, and communicate a paleoecological analysis.

The final oral examination will focus on the presentation and discussion of the characteristics of a biocoenosis chosen by the student, with particular reference to its relevant paleoecological aspects. Any questions will follow the format of the examples provided. The final examination will last approximately 20–30 minutes. Its purpose is to assess the student's knowledge of the chosen topic, the appropriate use of discipline-specific terminology, and the ability to present and discuss scientific concepts in a clear, logical, and well-structured manner. 

The in-course assessment will contribute 50% to the final grade, while the final oral examination will account for the remaining 50%.

Students who are unable to take the in-course assessment may present their selected case study during the final oral examination. In such cases, the presentation and discussion of the case study will constitute an integral part of the final examination and will contribute to the determination of the overall grade.

The final grade is expressed on a scale of 30 points according to the following scheme:

Fail (not passed)
The student does not possess the minimum required knowledge of the topics covered in the course. They show difficulties in understanding fundamental concepts, in interpreting data, and in using basic scientific terminology.

Grade 18–23
The student has an essential knowledge of the main course contents. They are able to describe fundamental concepts and interpret simple applied examples, showing limited critical analysis and integration skills. The presentation is sufficiently clear, although the use of scientific language is sometimes imprecise.

Grade 24–26
The student has a fair knowledge of the topics covered and is able to apply the acquired knowledge to the analysis and interpretation of data, examples, and case studies. They show a reasonable ability to connect different topics of the course and generally present the content in a clear and correct manner.

Grade 27–29
The student has a good knowledge of the topics covered and is able to critically analyse and interpret data and case studies, effectively integrating the acquired knowledge. They demonstrate independent judgement, the ability to connect different topics, and present the subject matter clearly and with appropriate scientific language.

Grade 30–30 with honours
The student has a comprehensive and in-depth knowledge of the topics covered. They are able to critically integrate concepts, data, and case studies, providing independent and scientifically sound evaluations. They demonstrate excellent communication skills, full command of terminology, and outstanding abilities in synthesis and argumentation.

Learning assessment may also be carried out on-line, should the conditions require it.

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. Gabriele Lanzafame (https://www.cinap.unict.it/content/referenti).

• 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?