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.

Conditions required for natural selection and evidence. Selection pressures, natural selection, directional, stabilising and disruptive selection

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 speciation and reproductive isolation mechanisms.

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

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

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.

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

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 via two assignments.

The first will be a 1500 word essay (50%)describing the main theories on the origins of life and the main theories of evolutionary theory (LO’s 1 and 2)

The second will be an A1 poster (50%) that classifies the chordates, clearly describing the main features of each taxonomic grouping and clearly classifies a named tetrapod to species level and describes the evolution of its main features including reference to transitional species (LO’s 3 and 4)

The module will also involve a range of formative assessment techniques to assess learning and progress throughout the module including self, peer and tutor evaluation, targeted questioning and critical analysis of techniques and skills.

Although this intended as a face to face delivery module, there is opportunity and expectation that there is flexibility in the delivery of the theory elements and use of online and remote learning will be available as required.

This module will be delivered via classroom sessions (60 hours over 1 semester) 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 and will include practical sessions involving animal observations and on and off site field work.

On top of this it is expected that students will partake in at least 140 hours of independent learning for this module. This will include, but is not limited to, preparation for classroom sessions (20hrs), extending classroom notes via extended reading and research (50 hrs), completion of tasks leading from classroom sessions and VLE based tasks (30hrs) and researching, planning and producing assignments (40 hrs).

Technology enhanced learning: All module material will be made available electronically on a Microsoft Teams based virtual learning environment. This will include the ability for students to access some lectures remotely - either live or via asynchronous delivery of voiced over slides, screen capture demonstrations or in house produced training videos. This will also allow formative tasks and in class exercises to be completed and reviewed live. It will allow the linking of technology based supplementary material including, but not limited to, journal links, live seminars and conferences, you tube videos, animal live webcams at zoos and wild areas, online software such as Google Map layers and MINITAB. Use of collaborative learning platforms (e.g. Google whiteboard), Quizizz and other interactive learning, progress and assessment tools and the internet in general will also be used to enhance learning. The college has bookable laptops for student use in all teaching blocks for students that do not have their own hardware to access this material in classroom based sessions. Students will also have their own ProPortal page that can be used to monitor and track their pastoral and academic progress, career development and personal targets and is managed by the tutor through ProMonitor.
Work placements are logged and tracked through Grofar, within which, students, tutors and placement mentors can communicate and track learning.

1. Demonstrate understanding of the development of theories on the origins of life.

Knowledge and Understanding
Learning

2. Explain the main principles of evolution and speciation.
Enquiry

3. Examine the principles of taxonomy and classify the main chordate groups.
Knowledge and Understanding

4. Review the evolution of an extant tetrapod with reference to transitional species and modern adaptations.
Analysis

ITC Facilities with internet access
Staffordshire University Library
Well-equipped classroom facilities
Rodbaston Animal Zone
~150 hectare managed college owned estate of mixed arable and livestock farmland, ancient woodland, wetlands, ponds, pools and grasslands
Appropriately equipped laboratory
Virtual Learning Environment
Learning Support Centre
Industry Links

Essential Reading

Hickman, C.P, Roberts, L.S,, Keen, S.L., Larson, A., Eisenhour, D. J.. (2018) Animal Diversity. McGraw Hill International 8th Ed

Recommended Reading

Futuyama, D, J. (2013) Evolution. Sinauer Associates. 3rd Ed

Dawkins, R. (2016) The Selfish Gene: 40th Anniversary edition. Oxford Landmark Science

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

Journals

Zoo Biology
International Zoo Yearbook
Behavioural Ecology
Animal Behaviour