Module ANTH2011: Ecology, Genomics and Health

Department: Anthropology

ANTH2011: Ecology, Genomics and Health

Prerequisites

• ANTH1091 Human Evolution and Diversity OR BIOL1161 Organisms and Environment AND BIO1171 Genetics

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To enhance students' grasp of the principles of human ecology and genomics and their relation to human health within an evolutionary framework.
• Students will learn about the consequences for health interactions between humans and their biological and social environments.
• Students will learn about genetic principles from individual, familial and population perspectives, highlighting case studies that impact on human health and disease.
• To prepare students for more advanced study of topics that require an understanding of the anthropological approach to human population biology.

Content

• Nutrition, resource and disease ecology, focusing on the impact of variation in livelihood, subsistence strategies and socioeconomic organisation on human health.
• Processes of Mendelian and non-Mendelian genetics and epigenetics
• Population genetics and microevolution in relation to health.
• Social and ethical aspects of human genomics, for example testing for ethnicity, ancestry and medical genetic testing.

Learning Outcomes

• Ecology of diet, resource and health
• The impact of changes in human lifestyles on infectious and non-infectious disease profiles
• Mendelian and non-Mendelian inheritance, epigenetics
• Chromosome structure, transmission and abnormalities
• Description and analysis of human genomic variation
• Inbreeding and genetic disease.
• Microevolution and genes in populations

• Understanding of the technical vocabularies of ecology and genomics as these apply to anthropology.
• Practical skills relevant to human ecology and/or genomics.
• Ability to analyse critically and evaluate biological anthropological literature and arguments.
• Understand how to apply human ecological approach to the understanding of resources, nutrition and diseases and the interactions between them.

• Integrate and evaluate a range of information and data from primary and secondary sources.
• Identify, analyse, interpret and solve problems creatively.
• Search information sources effectively (e.g. libraries, archives).
• Structure and communicate ideas effectively in writing.
• Demonstrate the ability to learn and critique material presented in lectures and practicals.
• Complete a timed essay, synthesising material from different parts of the course and developing and sustaining a structured argument, under timed (examination) conditions.
• Manage time effectively to work to deadlines.

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

• Lectures will provide teaching on key concepts and theories and provide factual information. Lectures introduce students to issues, structure the subject matter and provide a grounding in principle issues so they can progress to further learning and study.
• A mixture of practicals and seminars will be used to allow greater engagement with material in an interactive context.
• Audio-visual aids, including videos, are used where appropriate. The practical will enable students to gain a deeper understanding of genetic transmission through active problem-solving.
• Some library research will be required.
• The exam will allow students to draw together understanding from all parts of the course and demonstrate their ability to present coherently argued essays.
• 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 hour written examination (70%) and one essay in Epiphany Term of approximately 2000 words (30%), counting towards summative assessment.
• Formative assessment takes the form of an essay plan.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Written formative feedback on an essay plan. Verbal feedback in practical and in seminars. Written feedback on practical. Formative feedback on summative essay.

■ 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