Theories on the origin of life and evolution: Theories of biochemical evolution (de novo genesis), Lamarck (acquired characteristics), Darwin and Wallace (evolution by natural selection). Neo-Darwin school, divergent and convergent evolution, punctuated evolution.

Available evidence to support theories on the origin of life and evolution: Paleontological records and the geological time scale, experimental evidence, plate tectonics and continental drift.

Theories of speciation: Explanations and examples of sympatric, allopatric and parapatric speciation. Conditions required for natural selection and evidence. Isolation mechanisms.

Role of taxonomy: History of classification, Linnaean principles. Dichotomous and multi entry keys and criteria for constructing keys.

Major taxa: Porifera, Cnidaria, Platyhelminthes, Nemotoda, Mollusca, Annelida, Arthropoda, Echinodermata, Chordata.

Diversity in terms of morphology, physiology and behaviour: Radial symmetry, bilateral symmetry, body layers, coelomic cavity, body systems, embryology and development.

Genetics necessary to underpin evolutionary/speciation theories: Hardy Weinberg principle and population genetics.

Roles of diversity at species and community level: Competition for resources and niche utilisation, improvement, adaptation to environmental change.

Importance of biodiversity and current threats: Habitat loss, fragmentation, human activity, pollution and unsustainable exploitation of natural resources.

Principal chordates: jawless fish, cartilaginous fish, bony fish. Legless amphibians, newts and salamanders, frogs and toads. Turtles and tortoises, lizards, snakes and crocodiles. Platypus, typical mammals, marsupials and placentals.

Evolution and problems overcome: Locomotion, maintenance and excretion, reproduction and development, respiration and circulation, nervous system and feeding. Archaeopteryx, adaptive radiation.

This module will be assessed by a single in-course element.

The module will be assessed via a practical workbook (100%) providing evidence of the successful completion of a range of animal based laboratory and practical experiments.
LOs 1, 2, 3 and 4

The module will also involve a range of formative assessment techniques to assess learning and progress throughout the module including practical assessments, self, peer and tutor evaluation, targeted questioning and critical analysis of techniques and skills. It is expected that your workbooks will be submitted regularly throughout the module for formative feedback purposes.

Group teaching rooms
Internet linked PCs
Learning resource centre
Laboratory access
Virtual Learning Environment (STEPs)
Animal Centre

NONE

Hickman, C.P, Roberts, L.S,, Keen, S.L., Larson, A., Eisenhour, D. J.. (2007) Animal Diversity. McGraw Hill International

Hildebrand, M; Goslow, G. (2001) Analysis of Vertebrate Structure 5th Ed. John Wiley and Sons Inc.

"This module will be delivered via hour classroom sessions that will deliver theory via a range of methods such as traditional lectures, group activities, guest speakers, individual tasks, questioning, role play, modelling, kinaesthetic activities, short research tasks and tutorials and seminars to develop underpinning knowledge and understanding, practical sessions involving laboratory experiments, animal observations and on or off site field work.

On top of this it is expected that students will partake in independent learning for this module. This will include, but is not limited to, preparation for classroom sessions , extending classroom notes via extended reading and research, completion of tasks leading from classroom sessions and VLE based tasks and research, planning and completion of practical workbook.
"