Overview

This module traces the origins of vertebrates through a series of around 21 lectures (mostly face-to-face but with additional online video resources) and follows the subsequent major advances in the evolution of aquatic, terrestrial and aerial groups. Themes given particular emphasis include: evolution, diversity, feeding, respiration (aquatic and aerial), and locomotion (aquatic, terrestrial and flight). This module should be of general interest to all animal biologists but with an emphasis on terrestrial groups.

The module will also include a mixture of lab-based and museum/online-based practical classes (generally focussing on locomotor, respiratory and reproductive adaptations), two covering fish diversity in form and function, a chicken dissection (with additional focus on digestive adaptations and related internal organs) and two museum-based practicals covering amphibian/reptile and mammal diversity and core adaptations.

Assessment will be via a series of Multiple Choice Questions (MCQ) tests and end of semester short answer or short essay exam questions.

This module traces the origins of vertebrates through a series of around 20 lectures (mostly face-to-face but with additional online video resources) and follows the subsequent major advances in the evolution of aquatic, terrestrial and aerial groups. Themes given particular emphasis include: evolution, diversity, feeding, respiration (aquatic and aerial), and locomotion (aquatic, terrestrial and flight). This module should be of general interest to all animal biologists but with an emphasis on terrestrial groups.

The module will also include a mixture of lab-based and museum/online-based practical classes (generally focussing on locomotor, respiratory and reproductive adaptations), two covering fish diversity in form and function, a chicken dissection (with additional focus on digestive adaptations and related internal organs) and two museum-based practicals covering amphibian/reptile and mammal diversity and core adaptations.

Assessment will be via a series of Multiple Choice Questions (MCQ) tests and end of semester short answer or short essay exam questions.

Assessment Strategy

-threshold (D) -A threshold student should have a basic knowledge of some of the essential facts and key concepts of the evolutionary history, anatomical structure and diversity of vertebrates presented in the module. Written answers should demonstrate some ability to organise relevant material into a coherent argument but is likely to lack specific examples, detailed explanations and good subject coverage.

-good -(B) A good student should have a thorough factual knowledge across most aspects of the module, and be able to detail examples where appropriate. Written answers should synthesise lecture material and information from background reading, and demonstrate an ability to critically integrate and evaluate the principles underlying the structural evolution and function of vertebrates. This would include their diversity, and how functions such as feeding, locomotion and reproduction are vital to their survival.

-excellent -(A) The student should demonstrate excellent and comprehensive factual knowledge, critical understanding of theory, evidence of extra reading of primary literature and the ability to integrate this extra knowledge in a relevant manner, adequate for HE level 2.

-another level-A C class student should have a reasonable factual knowledge across many aspects of the module, and be able to provide some detailed examples where appropriate. Written answers should try and synthesise key aspects of the lecture material and enclosed information, and demonstrate an attempt to integrate and evaluate the principles underlying the structural evolution and function of vertebrates.

Learning Outcomes

• Demonstrate a conceptual understanding of processes of evolution, phylogeny, physiology and biomechanics of vertebrates. (Biosciences benchmarks: 3.2 subject knowledge & 3.5 intellectual skills)

• Demonstrate a conceptual understanding of the interaction of vertebrates with their environment. (Biosciences benchmarks: 3.2 subject knowledge & 3.5 intellectual skills)

• Demonstrate knowledge and understanding of different facts and mechanisms of vertebrate biology (Biosciences benchmarks: 3.2 subject knowledge & 3.5 intellectual skills)

• Develop an appreciation of internal anatomy, including organ structure and vascularisation. (Biosciences benchmark: 3.5 intellectual skills & 3.9 Self-management and professional development skills)