This is a core module for students studying all routes of the Biological Sciences. It aims to develop the scientific, academic and research skills that were introduced at level 4, and to relate applications of these skills to study and research in evolutionary biology and how this is associated with all elements of biological sciences. Research methods and employability skills are taught within the context of biology, evolution, genetics and molecular biology and associated employment. You will be introduced to the fundamental concepts of evolution, the role of molecular biology to investigate natural populations and biodiversity, evolutionary genomics and genetics, molecular basis of speciation, phylogenetics and the application of molecular analytical techniques in the context of environmental and medical problems. These subjects are further examined in terms of the latest knowledge, techniques and research in modern evolutionary theory. You will gain a range of practical skills including molecular laboratory methods and bioinformatics.
On successful completion of the module, students will be able to:
Research Methods
Employment skills
Concepts in Evolutionary Biology will typically include:
This module has two 'strands' that deliver topics relating to evolutionary biology as well as generic scientific and employability skills. The two strands interconnect so that the generic skills are delivered in the context of evolutionary biology. The scientific skills element focuses on interactive, research-informed teaching that covers a range of essential skills including scientific writing, locating and critically evaluating research papers, experimental design and statistics, and ethical issues relating to scientific research. An awareness of employability skills will be developed through the completion of a self-reflection log throughout the year and an investigation into a relevant industry, including the knowledge and skills base required by employers. The self-reflection log requires students to reflect on their academic and personal development and is discussed periodically with personal tutors.
Research-informed teaching in the form of lectures, interactive seminars, workshops, and directed reading will introduce and facilitate understanding and discussion of the principles, theories and applications of evolutionary biology. Laboratory, in silico and seminars will be used to demonstrate and illustrate evolutionary theories. This will provide training in handling biological data from wild populations. Academic skills will be contextualised in the subject lectures/ seminars/practicals; in particular, the importance of sound scientific experimental design, data analysis, literature searches and hypothesis driven investigations in evolutionary biology. Work in laboratory, in silico as well as within the seminars and the production of formative and summative assessments, will enable the practice of skills in both written and oral presentation, teamwork, numeracy, ICT and independent learning.
| Definitive UNISTATS Category | Indicative Description | Hours |
|---|---|---|
| Scheduled learning and teaching | Lectures (64h) Laboratory classes (12h) Workshops (12h) Tutorials/seminars (4h) | 92 |
| Guided independent study | 208 | |
| Total (number of credits x 10) | 300 | |
Summative assessments consist of (a) an essay to be assessed via the personal tutorial scheme (30%) which develops abilities in scientific writing and critical evaluation of published scientific literature that were introduced at level 4, (b) an on-line test on statistical analyses of scientific data (20%), and (c) a written examination which will assess learning outcomes across all elements of the evolutionary biology content, including laboratory sessions, of the module (50%). The examination will require students to interpret molecular and genetic data and to answer extended 'essay-type' questions designed to test the students depth and breadth of knowledge on evolutionary biology, both theory and application. The assessments are therefore synoptic in nature, requiring students to draw upon a range of generic and specific skills developed throughout the module. Students will be given prior opportunity to develop these skills in a formative manner to get feedback which will aid in their final report.
Formative assessment includes a peer-assessed, open-book essay to develop scientific writing and essay technique in preparation for summative essay and the examination, a self-reflection log on skills developed throughout the year, with discussion and feedback provided by personal tutors, an investigation into a relevant industry and the knowledge and skills base required of employees, and a practical laboratory report for which feedback will be given prior to the summative assessed laboratory report. Full guidance for all assessments will be provided in lectures and seminars.
| Learning Outcome | Assessment Strategy |
|---|---|
| Appreciate the importance of experimental design in biological research, and select, apply and interpret appropriate statistical tests for data analysis. | Statistics test (S), essay (S), peer-assessed open-book essay (F) |
| Locate, analyse and critically evaluate research papers, and demonstrate an awareness of ethical issues relating to biological research. | Essay (S), peer-assessed open-book essay (F) |
| Present concise, analytical and objective scientific information relating to evolution in the form of essays and reports. | Essay (S), peer-assessed open-book essay (F), final exam (S) |
| Reflect on their personal and academic skills, and to research potential employment opportunities in the biological and related industries, demonstrating an awareness of the attributes and skills needed to achieve their aspirations. | Self-reflection log and discussions in personal tutorials (F), investigation of careers and personal attributes (F) |
| Evaluate evolutionary processes that interplay at both the population and molecular level. | Essay (S), peer-assessed open-book essay (F), final exam (S), in class discussion/seminars (F) |
| Discuss evolution in terms of genetics, genomics and molecular processes. | Essay (S), peer-assessed open-book essay (F), final exam (S), In class discussion/Seminars (F) |
| Description of Assessment | Definitive UNISTATS Categories | Percentage |
|---|---|---|
| Evolutionary biology theory examination | Written exam | 50% |
| On-line statistics test | Coursework | 20% |
| Essay | Coursework | 30% |
| Total (to equal 100%) | 100% | |
t IS NOT a requirement that any element of assessment is passed separately in order to achieve an overall pass for the module. Note: Students of BSc Hons Biological Science must achieve a minimum mark of 30% in each major element of assessment and 40% in aggregate to pass the module in order to be awarded a degree accredited by the Royal Society of Biology.
Beebee TJC, Rowe G. An Introduction to Molecular Ecology. Oxford University Press
Bromham L. An introduction to Molecular Evolution and Phylogenetics. Oxford University Press
Johnson S & Scott J. Study & Communication Skills for the Biosciences. Oxford University Press.
Page R and Holmes EC. Molecular Evolution: Phylogenetic Approach. John Wiley & Sons
Ridley R. Evolution. John Wiley & Sons
Dawkins, R. The Selfish Gene. Oxford University Press
Dawkins, R. The Blind Watchmaker. Oxford University Press
Gould, S. J. Wonderful life. W. W. Norton & Co
Leakey, R., Lewin, R. The Sixth Extinction: Patterns of life and the future of human kind. Anchor Books
Ridley, M. The Red Queen: Sex and the Evolution of Human Nature. Penguin
Suggested Journals:
Animal Biodiversity and Conservation; Animal Conservation; Behavioural Ecology; Biodiversity Informatics; Community Ecology; Ecology; Evolution; Epidemiology and Infection; Molecular Ecology; Molecular Phylogenetic and Evolution; Molecular Evolution; PLoS One