Students
BIOL369 – Vertebrate Evolution
2014 – S1 Day
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Other Staff
Katherine McClellan
Contact via katherine.mcclellan@mq.edu.au
Culum Brown
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| Credit points |
Credit points
3
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| Prerequisites |
Prerequisites
39cp including BIOL208(P)
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
Evolution is a dynamic process that has occurred over many millions of years (deep evolution) or in recent times (contemporary evolution). This unit considers the major events in vertebrate evolution: invertebrate chordate to vertebrate; jawless to jawed; water to land; ectothermy to endothermy; and land to air. The newly emerging synthesis of evolutionary and developmental biology is having considerable impact on current vertebrate evolutionary theory, as are molecular techniques for constructing phylogenics. These topics are discussed in relation to deep and contemporary evolution of vertebrate groups. Lecture topics also include current aspects such developments in evolution of vertebrate behaviours, macro-evolution, and human evolution. The practical work focuses on phylogenics, and comparative anatomy and morphology of representative vertebrate groups, to reinforce lecture themes.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- Apply taxonomic nomenclature to vertebrate groups
- Relate anatomical traits to the diversity of key vertebrate species
- Associate the major steps in vertebrate evolution to body form and physiological function
- Evaluate different methods for determining evolutionary relationships
- Classify vertebrate behaviours to functional roles and interactions at community levels
- Communicate scientific information relevant to vertebrate evolution in oral and in written format
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| Weekly Activities | 15% | Weekly |
| Debate | 15% | April 1 |
| Wildlife Practical Report | 20% | May 30 |
| Final exam | 50% | TBA |
Weekly Activities
Due: Weekly
Weighting: 15%
These activities have been designed to expand your knowledge of current evolutionary concepts. They will include quizzes, discussion postings, paper critiques and the odd artistic surprises. The activities will be made available Friday 5pm each week. You will then be required to address questions or tasks by 9pm Thursday unless otherwise specified.
On successful completion you will be able to:
- Apply taxonomic nomenclature to vertebrate groups
- Relate anatomical traits to the diversity of key vertebrate species
- Associate the major steps in vertebrate evolution to body form and physiological function
- Classify vertebrate behaviours to functional roles and interactions at community levels
Debate
Due: April 1
Weighting: 15%
You will work within a team to debate a current topic in vertebrate evolution. Your argument will be developed over a series of weeks.
On successful completion you will be able to:
- Evaluate different methods for determining evolutionary relationships
- Communicate scientific information relevant to vertebrate evolution in oral and in written format
Wildlife Practical Report
Due: May 30
Weighting: 20%
One of the challenges of being a scientist is interpreting your findings. For the most part research is novel so there is unlikely to be that one magic paper that gives you all the answers. Instead a skill that is required, which takes time to become proficient at, is connecting ideas from several papers that may not have been grouped together previously. Inevitably as seen in any good who-dunnit novel the scientist (aka detective) generally has to piece together clues from various sources to provide the answer to the question “what does it all mean?”
The practical report requires your utmost attention during both the ‘rat dissection’ and ‘wildlife dissection’ practicals. As a class we will be examining the relationship between an organisms internal morphology and its life history. The work will culminate in you producing an extensive report that places these findings in an evolutionary context. A key concept you will need to address is the potential that your findings represent an example of contemporary evolution.
Finer details on the exact nature of the practical exercises and the report to be submitted will be provided closer to the practical sessions.
On successful completion you will be able to:
- Apply taxonomic nomenclature to vertebrate groups
- Relate anatomical traits to the diversity of key vertebrate species
- Associate the major steps in vertebrate evolution to body form and physiological function
- Classify vertebrate behaviours to functional roles and interactions at community levels
Final exam
Due: TBA
Weighting: 50%
You will apply terminology and concepts learnt in the lecture and practical components of this unit to answer a variety of questions (Short answer and essay).
On successful completion you will be able to:
- Apply taxonomic nomenclature to vertebrate groups
- Relate anatomical traits to the diversity of key vertebrate species
- Associate the major steps in vertebrate evolution to body form and physiological function
- Evaluate different methods for determining evolutionary relationships
- Classify vertebrate behaviours to functional roles and interactions at community levels
Delivery and Resources
CLASSES
Timetable
- Lecture 1 Mondays 9 - 10 am W5C 320
- Lecture 2 Tuesdays 5 - 6 pm W5C 320
- Practical classes Tuesdays 10am – 1 pm F7B 102/105 and 2 pm - 5 pm F7B 102/105
TEXTS AND/OR MATERIALS
Requirements for practical classes
Dissecting instruments
- 1 pair coarse scissors
- 1 pair fine scissors
- 1 pair coarse forceps
- 1 pair fine forceps
- 1 scalpel handle #4
Dress
- You must wear shoes that cover your feet
- You must wear a lab coat to protect your clothes on dissection days.
- Safety glasses are to be worn in laboratories (they will be provided)
PLEASE NOTE: If you do not wear appropriate shoes (covered) you will not be allowed into the laboratory. No FOOD or DRINK is to be brought into the laboratory.
Resources
- Kardong, K. (2011) Vertebrates, Comparative Anatomy, Function, Evolution. 6th edition, McGraw Hill. Call Number: QL805 .K35 2008
- Pough, F.H., Janis, C.M. and Heiser, J.B. (2010) Vertebrate Life 8th Edition. Pearson International. Call Number: QL607.5 .E93 2006
- Merrick, J.R., Archer, M., Hickey G.M. and Lee M.S.Y. (2006) Evolution and Biogeography of Australasian Vertebrates. Auscipub, Oatlands Australia. Call Number: QL607.5 .E93 2006
- Romer, A.S., Parsons, T.S. (1986) The Vertebrate Body. 6th Edition. Saunders College Publishers. Call Number: QL805 .R65/1986
- Kent, G.C., Miller, L. (1997) Comparative Anatomy of the Vertebrates. 8th Edition. Wm.C. Brown/McGraw-Hill. Call Number: QL805 .K43/1997
- Colbert, E.H., Morales, M., Minkoff, E.C. (2001) Colbert's Evolution of the Vertebrates. 5th Edition Wiley-Liss, New York. Call Number: QE841 .C68/2001
- Long, J.A. (1995) The rise of fishes: 500 million years of evolution. Kensington, N.S.W.: New South Wales University Press. Call Number: QE851 .L66
UNIT WEBPAGE AND TECHNOLOGY USED AND REQUIRED
Website
Lecture graphics and iLectures will be available on Blackboard http://ilearn.mq.edu.au iLearn. is a web-based computer mediated communication package and can be accessed by most web browsers from inside or outside the University. iLearn and email will be the principle method of communication in this subject.
We expect you to use iLearn for:
- Regularly checking subject announcements;
- Downloading lecture materials;
- Downloading laboratory materials;
- Downloading reference materials;
- Checking your grades.
How do you log in? The URL for the iLearn log in page is: http://ilearn.mq.edu.au/. You will need to log in to iLearn each time you use it. Your user name is your student number. If you are having trouble accessing your online unit due to a disability or health condition, please go to the Student Services Website at http://sss.mq.edu.au/equity/about for information on how to get assistance. If you are having problems logging on, If you cannot log in after ensuring you have entered your username and password correctly, you should contact Student IT Help, Phone: (02) 9850 4357 (in Sydney) or 1 800 063 191 (outside Sydney).
Emails
If emailng to drew.allen@mq.edu.au please ensure BIOL369 is included in the subject. I will regularly check emails on iLearn so it is best to use the iLean emailing system for communications.
Unit Schedule
Timetable
Lecture 1 Monday 1pm - 2pm W5C320
Lecture 2 Tuesday 3pm - 4pm W5C320
Practicals Friday 9pm – 5pm E8A 120/160
Lecture Schedule
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Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
Discipline Specific Knowledge and Skills
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
Learning outcomes
- Apply taxonomic nomenclature to vertebrate groups
- Relate anatomical traits to the diversity of key vertebrate species
- Associate the major steps in vertebrate evolution to body form and physiological function
- Evaluate different methods for determining evolutionary relationships
Assessment tasks
- Weekly Activities
- Debate
- Wildlife Practical Report
Critical, Analytical and Integrative Thinking
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Learning outcomes
- Apply taxonomic nomenclature to vertebrate groups
- Relate anatomical traits to the diversity of key vertebrate species
- Associate the major steps in vertebrate evolution to body form and physiological function
- Evaluate different methods for determining evolutionary relationships
- Classify vertebrate behaviours to functional roles and interactions at community levels
- Communicate scientific information relevant to vertebrate evolution in oral and in written format
Assessment tasks
- Weekly Activities
- Debate
- Wildlife Practical Report
Problem Solving and Research Capability
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
Learning outcomes
- Apply taxonomic nomenclature to vertebrate groups
- Classify vertebrate behaviours to functional roles and interactions at community levels
Assessment tasks
- Weekly Activities
- Wildlife Practical Report
Creative and Innovative
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
Learning outcomes
- Evaluate different methods for determining evolutionary relationships
- Classify vertebrate behaviours to functional roles and interactions at community levels
- Communicate scientific information relevant to vertebrate evolution in oral and in written format
Assessment task
- Debate
Effective Communication
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
Learning outcomes
- Evaluate different methods for determining evolutionary relationships
- Communicate scientific information relevant to vertebrate evolution in oral and in written format
Assessment task
- Debate