Module GEOL3071: PALAEOBIOLOGY

Department: Earth Sciences

GEOL3071: PALAEOBIOLOGY

Prerequisites

• GEOL2277 Palaeoecology or BIOL1161 Organisms and Environment or BIOL2451 Evolution.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• Through research-led teaching this module will give students the knowledge and skills appropriate for a graduate level career in palaeontology and related sciences or further graduate study.
• To provide students with an introduction into the theory of Evolution.
• To enable students to experience the palaeobiological research environment.

Content

• History of evolutionary theory and the modern synthesis.
• Origin of genetic variation.
• Molecular clocks and the fossil record.
• Building bodies and the evolution of complexity
• Heterochrony
• Evolution of form
• The origin of species
• Natural Selection
• Defining higher taxa
• Macroevolution
• Mass extinctions
• A research project that will include: data collection, analysis, write-up and presentation to peers.

Learning Outcomes

• Through research-led learning students will develop a depth of knowledge and advanced research skills in the area of palaeobiology. This will include working independently at the current limits of research understanding.
• Student will master complex and specialized knowledge, concepts and ideas in palaeobiology. These will include:
• To critically assess the scientific basis for Evolution, testing predictions of the theory using fossil and molecular data.
• Will have acquired research level skills in the analysis of fossil material, including scientific writing and presentation.

• To use specialized and advanced scholarly, technical and laboratory skills with an emphasis on a quantitative approach and the use of IT.
• An ability to critically review complex information from a variety of sources. Being able to identify contradictions and errors in the knowledge.
• Use of molecular data in reconstructing the history of life.
• Collection and analysis of biometric data.
• Use of a variety of statistical techniques including regression, univarate and multivariate statistics.
• Use of Excel and PAST in the analysis and presentation of macroevolutionary data.
• Phylogenetic analysis.
• An ability to communicate the results of their own work to their peers.
• The ability to work independently or as part of a team.

• In addition to subject specific skills this module will give students the background for a further degree in palaeontology and allied sciences. Students will also develop through enquiry-led learning a range of skills valued by employers:
• an ability to work autonomously or as part of a team
• an ability to apply their understanding and skills to novel and complex situations
• to communicate the results of their own work to their peers
• to be numerate
• to develop an adaptable, flexible, innovative and creative approach to work and problem solving
• recognizing and respecting the views of others
• an ability to set goals, work to deadlines and accept personal responsibility for continued professional development

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

• The module is delivered through a research-led term of flexible three-hour slots comprising lectures and practicals supported by handouts, directed reading and feedback in which the students will learn about the scientific basis for evolution. This will be summatively assessed through a 2,500 word critical review of the topic.
• Practical skills will be formatively assessed through a written reports and a laboratory notebook
• In the second term students will conduct a summatively-assessed research project in which they will be required to demonstrate their familiarity with contemporary palaeobiological ideas and literature.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Laboratory report and laboratory books.

■ 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