ARCHEOL 30
Science in Archaeology
Description: Lecture, three hours; discussion, one hour. Archaeology is rapidly developing due to ongoing introduction of new hardware, software, and information dissemination technology. It is multidisciplinary field of study, combining its own research methods and technologies with elements from geology, history, ethnography, geography, material science, statistics, biology, biochemistry, medicine, and others, presenting opportunities not only to obtain new scholarly insights, but also to provide integrated instruction in science, technology, engineering, and mathematics (STEM) skills. Use of archaeological data as paradigm in STEM education. Instant practical application of mathematics during surveying, geology during ceramic analysis or geophysical research, biochemistry during archaeological residue analysis, or biology during zooarchaeological or paleoethnobotanical research offers point of departure for instructors as well as motivation to students. P/NP or letter grading.
Units: 4.0
Units: 4.0
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Most Helpful Review
Fall 2016 - Easy A if you are ever looking for one. Professor Barnard is an enthusiastic guy and but his lectures got a little boring towards the end of the quarter. He finishes his lecture in about an hour (even though its supposed to be 2 hours). I LOVED the first half of this class; we learned about mapping, and scientific technology that has larger implications rather than simply for "finding things." I HATED the 2nd half of the material (boring and focused more about deplorable topics such as "feminist archaeology" and some crap). The workload is not too bad (we had to read three articles and a chapter of the textbook per week; but if the material is boring its torture) and the homework is just effort based (as in, you turn in something coherent and you get a 99% no matter what. The quizzes are VERY SPECIFIC!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! for all that reading you get 12 questions (almost all of them analogous to this question about the Great Gatsby: "What was the color of the car that Tom was driving on his way to..."). You could honestly not do any reading and do just as well as another person who did ALL of the reading (kinda have to get lucky).
Fall 2016 - Easy A if you are ever looking for one. Professor Barnard is an enthusiastic guy and but his lectures got a little boring towards the end of the quarter. He finishes his lecture in about an hour (even though its supposed to be 2 hours). I LOVED the first half of this class; we learned about mapping, and scientific technology that has larger implications rather than simply for "finding things." I HATED the 2nd half of the material (boring and focused more about deplorable topics such as "feminist archaeology" and some crap). The workload is not too bad (we had to read three articles and a chapter of the textbook per week; but if the material is boring its torture) and the homework is just effort based (as in, you turn in something coherent and you get a 99% no matter what. The quizzes are VERY SPECIFIC!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! for all that reading you get 12 questions (almost all of them analogous to this question about the Great Gatsby: "What was the color of the car that Tom was driving on his way to..."). You could honestly not do any reading and do just as well as another person who did ALL of the reading (kinda have to get lucky).
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