Prerequisite:

Second-cycle Bologna degree or a university (level VII) degree.

Content (Syllabus outline):

• Procaryotes, protists and invertebrates (selected groups)
• Morphology and systematics
• Biology (nutrition, reproduction, ecology, provincialism)
• Biomineralization processes and skeletal growth
• Preservation potential in the fossil record
• Biostratigraphy
• Palaeoecology and palaeobiogeography
• Evolution (phylogenetic lineages and diversity dynamics)

Readings:

• Sepkoski D (2012) Reading the Fossil Record. The growth of Paleobiology as an Evolutionary Discipline. 432pp, The University of Chicago Press
• Benton MJ, Harper DAT (2013) Introduction to Paleobiology and the Fossil Record. 592pp, Wiley-Blackwell
• Briggs D, Crowther PR, eds. (1990) Palaeobiology: A Synthesis. 608pp, Blackwell
• Briggs D, & Crowther PR (Eds.) 2001. Palaeobiology II. 600pp, Blackwell
• Foote M, Miller A (2007) Principles of Paleontology (3^rd edition), 1-354, Freeman
• Lipps JH (1993) Fossil Prokaryotes and Protists, 342pp, Blackwell Scientific Publications
• Clarkson ENK (1998) Invertebrate Palaeontology and Evolution (4^th edition), 470pp, Blackwell
• Benton MJ (2024) Vertebrate Palaeontology (5^th edition). 688pp, Wiley-Blackwell
• Taylor TN, Krings M, Taylor EL (2015) Fossil Fungi. 384pp, Academic Press
• Taylor TN, Taylor EL, Krings M (2009) The Biology and Evolution of Fossil Plants (2^nd edition), 1230pp, Academic Press
• Buatois L, Mangano MG (2011) Ichnology. Organisms-Substrate Interactions in Space and Time. 358pp, Cambridge University Press

Selected papers and catalogues for the individual groups of fossils

Objectives and competences:

Objectives

The purpose of the course is to deepen the knowledge of palaeontology, with an emphasis on selected groups of fossils. Each group will be treated from different aspects covering biology of living taxa as well as spatial and temporal distribution in the fossil record. A close relationship between (palaeo)biology of these organisms and their physical environment will be emphasized. This course will be largely based on a supervised research project carried out by each student. The selection of the considered fossil group(s) will be adapted according to student’s research interests.

Competences

The student gets up to date with basic publications and develops a firm expertise in selected fossil group(s), including specific research methodologies

Intended learning outcomes:

Knowledge and understanding

• The student is able to identify the studied fossils and knows their significance as stratigraphic and/or environmental indicators.
• They can analyse and interpret their spatio-temporal diversity patterns in correlation with environmental changes.
• They know the main criteria of classification at species, genus and suprageneric level. He can empirically reconstruct phyletic lineages.

Learning and teaching methods:

• Lectures
• Lab work/tutorials
• Field work
• Seminar
• Independent work assignments
• Consultations
• e-Learning

Assessment:

• Long written assignments 30 %
• Presentations 20 %
• Final examination (written/oral) 50 %