Degree | Type | Year |
---|---|---|
2500251 Environmental Biology | OB | 3 |
You can view this information at the end of this document.
- Basic knowledge on plant and animal morphology and systematics
- Basic concepts on molecular and population genetics.
- Basic knowledge about methods for statistical inference.
Evolution is one of the most important unifiying theories in Biology, and evolutionary processes give us the "ultimate" explanation about the diversification of organisms and life. Evolution will be examined at different scales, from molecules to ecosystems, and from changes taking palce within populations and species throughout several generations to patterns of change across millennia. One of the basic principles of Evolutionary Theory is the diversification from a common ancestor, that is to say, the presence of genealogical relationships between organisms. Therefore, one of the main objectives of this module is the study of genealogical/phylogenetic relationships between organisms and how these relations are defined by tha basic evolutionary processes.
The main objectives of the course are:
1) To widen the understanding of the causes, processes and consequences of Evolution.
2) To provide the basic conceptual and methodological tools needed to analyze evolutionary processes using the scientific method by:
3) To reflect and develop a critical view on the social consequences and impact of the use of Biodiversity in the light of the Evolutionary Theory.
PART-I. Microevolution: evolutionary processes in populations and species (*).
PART-II. Macroevolution and the history of life (*).
(*) Unless the requirements enforced by the health authorities demand a prioritization or reduction of these contents.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Computer Lab | 6 | 0.24 | 1, 2, 12 |
In-Class Theoretical Lectures | 39 | 1.56 | 3, 9, 11 |
Seminars and In-class Individual and Group Activities | 7 | 0.28 | 3, 11 |
Type: Supervised | |||
Data Analyses and Writting Activities | 8 | 0.32 | 6, 10, 13 |
Type: Autonomous | |||
Individual assignements and study | 80 | 3.2 | 1, 3, 4, 5, 7, 8, 9, 11 |
1) Theoretical lectures: 39 h. classroom attendance
2) Seminars, discussions and student directed learning: 7 h. classroom attendance.
3) Practical learning in computer lab: 6 h. lab attendance.
4) Personal work and study: 80 h.
5) Preparing and writing of group work and personal assignment: 8 h
6) Exams and evaluation: 8 h
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Learning Assessment on Bioinformatic and Seminar Activities | 50% | 6 | 0.24 | 1, 2, 3, 6, 10, 11, 12, 13 |
Written Exams and Tests on Theoretical Lectures | 50% | 4 | 0.16 | 3, 4, 5, 7, 8, 9, 11 |
- The evaluation system is organized into 2 units:
1) UNIT-1. Theory. Tests and written exams on theoretical lectures: 50% of the final mark. This unit will be made of two independent exams:
1.1. Part. I. Microevolution: evolutionary processes in populations and species: 50% unit’s mark (25% final mark)
1.2. Part. II. Macroevolution and the history of life: 50% unit’s mark (25% final mark).
2) UNIT-2. Practical work, seminars, personal and group assignments: 50% of the final mark:
2.1. Individual exam on the practical work of the evolutionary analysis of morphological variation: 30% of the unit’s mark (15% final mark).
2.2. Individual exam of activities in the computer lab about methods of phylogenetic inference: 70% of the unit’s mark (35% final mark).
- Students have the right to have a retake of all the evaluation activities.
- To be eligible for the retake process, the student should have been previously evaluated in a set of activities equaling at least two thirds of the final score of the course or module. Thus, the student will be graded as "No Avaluable" if the weighthin of all conducted evaluation activities is less than 67% of the final score
- Dates and time schedules for exams and evaluation assessments will be indicated in the calendar provided by the coordinator or by the teaching staff.
- Passing a midterm exam of UNIT-1 implies full achievement of its content, skills and competences and do not need to be re-assessed in the final second-chance examination.
- To pass the course the student must get at least 5/10 in UNIT-1. Exams with marks lower than 4/10 will not be used in this calculation.
- The students that successfully pass the theoreticalunit (UNIT-1) also have the right accessing the second-chance reassessment exam so as to improve their mark in this unit. In this case, the final mark for this unit will be the one attained in this reassessment examination.
- Students also have the possibility to be graded with a single assessment.
- Students taking the single assessment option must notify the subject coordinator before taking the first continuous assessment test. Students taking any of the continuous assessment tests will be excluded from the right to a single assessment.
- The single assessment option will include all the types and individual assessment activities provided for in the continuous assessment:
UNIT-1: will consist of a test in which the contents of the entire theory program of the subject will be evaluated.
UNIT-2: will be assessed with the same type of tests that are carried out in the continuous assessment.
- The assessment activities will take place on the same day as the last continuous assessment test of the subject.
- The single assessment option also allows the second-chance reassessment.
Basic Texts:
Carrión, J.S. 2003. Evolución vegetal. DM. Murcia.
Freeman, S. & Herron J.C. 2007. Evolutionary Analysis. 4th. Edition. Pearson.
Futuyma, D.J. & Kirkpatrick M. 2017. Evolution. 4th edition. Sinauer Associates, Inc., Sunderland.
Gould, S.J. 1977. Ontogeny and Phylogeny. Harvard University Press, Cambridge (Massachusetts).
Gould, S.J. 2004. La estructura de la teoría de la evolución. Tusquets Editores, Barcelona.
Hall, B.K. & Hallgrimsson, B. 2008. Strickberger's Evolution. Jones and Bartlett Publishers, Sudbury.
Judd, W.S. et al. 2002. Plant Systematics. A phylogenetic approach. 2ª ed. Sinauer Associates Inc. Sunderland.
MacLeod, N. & Forey, P.L. 2002. Morphology, shape and phylogeny. Systematic Association Special Volume Series 64. Taylor and Francis, London.
Stearns S.C. & Hoekstra R.F. 2005. Evolution. An Introduction. 2nd. Edition. Oxford University Press.
Strasburger, E. et al. 2004. Tratado de Botànica. 35ª ed. Ed. Omega. Barcelona.
Willmer, P. 1991. Invertebrate realtionships. Patterns in animal evolution. Cambridge University Press,Cambridge.
Willis, K.J. & McElwain, J.C. 2002. The Evolution of Plants. Oxford University Press. Oxford.
Zelditch, M.L., Swiderski, D.L., Sheets, D. i Fink, W.L. 2004. Geometric morphometrics for biologists: a Primer. Elsevier, San Diego, CA.
INTERNET RESOURCES
- The R Project for Statistical Computing / Rstudio
- Mega Software
Name | Group | Language | Semester | Turn |
---|---|---|---|---|
(PAUL) Classroom practices | 231 | Catalan | second semester | morning-mixed |
(PAUL) Classroom practices | 232 | Catalan | second semester | morning-mixed |
(PLAB) Practical laboratories | 231 | Catalan | second semester | morning-mixed |
(PLAB) Practical laboratories | 232 | Catalan | second semester | morning-mixed |
(PLAB) Practical laboratories | 233 | Catalan | second semester | morning-mixed |
(TE) Theory | 23 | Catalan | second semester | morning-mixed |