Module ANTH3091: PRIMATE EVOLUTION AND ADAPTATION

Department: ANTHROPOLOGY

ANTH3091: PRIMATE EVOLUTION AND ADAPTATION

Prerequisites

• Biological Anthropology I (ANTH2061) OR Biological Anthropology II (ANTH2011). Prerequisite for Human Sciences students: completion of Level 2 BSc Human Sciences.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• This module introduces students to the fossil record of non-human primates.
• It covers the functional and phylogenetic interpretation of our extinct relatives.

Content

• The module will cover (provisionally) the topics listed below:
• Systematics, taxonomy, and the fossil record.
• Primate origins and early fossil record.
• Adapids, Omomyids, and the origin of Strepsirhini and Haplorhini.
• Anthropoid origins.
• Fayum and early Anthropoids.
• Platyrrhine evolution: splendid isolation.
• Old World monkeys: a primate success story.
• Early and Middle Miocene hominoid evolution: evidence and controversy.
• Late Miocene apes: sex and human origins.
• Great ape systematics, fossils, and the origin of modern taxa.
• Patterns of primate evolution: the bigger picture.

Learning Outcomes

• Understand the methods used in primate palaeontology.
• Be aware the outline of primate evolution throughout the Tertiary.
• Infer the phylogenetic relationships of the major groups of fossil primates.
• Interpret the functional implications of the morphology of extinct primate taxa.
• Be familiar with the major climatic and geographic events that influences the evolution of the order.

• Be able to relate theories of evolution to fossil material.
• Observe and describe aspects of primate hard tissue morphology.
• Interpret fossil material in a phylogenetic and functional context.
• Evaluate the significance of changes in climate and geography to primate evolution.

• Assess the value and limits of data and make critical judgements of arguments and interpretations in science.
• Apply knowledge of a topic in a debate.
• Plan and undertake a critical review of material from research-level literature.
• Have familiarity with palaeontological laboratory techniques.
• Use some information technology and associated computational tools and packages.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• The formal components of the module use a range of teaching modes and methods, within an integrated framework to contribute to the intended learning outcomes as listed above.
• The module benefits from a balance between lectures and practicals, geared to the specific needs of the material.
• The lectures and practicals are carefully integrated.
• Audio-visual aids (video, sound, slides, powerpoint etc.) are used where appropriate.
• The informal components of the module utilise a variety of methods, including e-mail discussion groups, practicals and associated oral discussions.
• Lectures will cover topics relevant for providing students with an understanding of theories currently available for the primate evolution and adaptation.
• Lectures provide a traditional method of communicating not only fact but clear understandings of process and the relationship between issues.
• They are used for the primary delivery of material in evolution and adaptation because they allow clear transmission of information in an active learning environment where students can question and seek clarification.
• Lectures introduce students to issues, structure the subject matter and provide a grounding in principal issues so they can progress to further learning and study.
• Lectures provide the framework for analysis and relevant background, theoretical and/or historical information, and are used to assist in the assimilation of technically demanding or conceptually difficult material.
• Lectures, and practicals and lab work are supported by directed study of selected texts, books, journal articles [available at both Durham and Stockton campus libraries] and web resources.
• Other resources which are used to support teaching and learning include a large collection of skeletal and fossil homind casts used in lab practicals.
• Practical skills are delivered primarily by students undertaking a variety of problem-based exercises, including a class project on great ape systematics, fossils, and the origin of modern taxa.
• If Students are given the opportunity to explore their analytical and research skills under close supervision.
• Summative essays test skills of understanding, analysis, information collection and presentation, while final written examinations test assimilated knowledge and understanding and the ability to write succinctly and analytically at short notice.
• Summative assessment is a two and a half hour written examination (80%).
• Two essays each approximately 2000 words (20% total).
• Formative assessment takes place on a regular basis and may be regarded an integral part of the day-to-day teaching process.
• Formative assessment is given on 2 essay plans, submitted electronically with feedback on summative essays.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

2 essay plans, submitted electronically. Feedback on summative essays.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University