Aims

To outline the evolution of the vertebrates by reference to the diversity of form and function shown by
both fossil and present-day species, including their morphology, physiology, ecology and behaviour;
use the vertebrates as an example group through which to illustrate the principles of phylogenetic
reconstruction using cladistics; develop skills in dissection and illustration; to build on related Stage 1
modules.

Outline Of Syllabus

Our knowledge of the vertebrate fossil record and all aspects of the biology of living vertebrates give
them an importance in biology quite apart from human membership of this group. The wealth of
information available enables us to investigate evolution, function and mechanism across a diverse
group of familiar organisms. We also give instruction in dissection technique and anatomical drawing,
two skills not much practiced elsewhere in the curriculum.
LECTURES

The origin of vertebrates; evolution of jawless and jawed fish; fish function (locomotion, respiration,
reproduction, feeding); present day diversity of fishes; evolution of amphibian and reptiles; origins of
birds and mammals.

Avian diversity and classification; Bird function (flight, feeding, respiration and reproduction); Bird
migration and navigation; Bird communication (vocalisations, plumage and displays).

Key characteristics of mammals; Monotremes and marsupials; Placental mammal diversity &
systematics; Mammalian adaptations (feeding, locomotion, and reproduction).

PRACTICALS
External and internal anatomy of a fish
Anatomy of amphibian (dissection)
Thoracic and abdominal anatomy of birds (dissection)
Mammalian circulatory system and general internal anatomy (dissection)

CAUTION: THIS MODULE INVOLVES CARRYING OUT DISSECTIONS. STUDENTS WHO FEEL
UNABLE TO CARRY OUT SUCH WORK SHOULD TALK WITH THE MODULE LEADER BEFORE
TAKING THIS MODULE. STUDENTS SHOULD BE UP TO DATE WITH TETANUS PROTECTION

Teaching Rationale And Relationship

The online lectures provide a framework of principles, factual background and example material. The strongly factual basis of this module requires an above average amount of private study time. The four dissection practicals provide sufficient exposure for students to become proficient in this practical skill (with the help of demonstrators), and to become practised in the production of anatomical drawings and images. Directed self-study of text books, papers and websites provide additional insights.

Assessment Rationale And Relationship

The essay gives students the opportunity to demonstrate their breadth of knowledge and their deeper understanding of the lecture material. The first and second dissections are formatively assessed to encourage learning and so that the students pay due diligence to the dissections that they are undertaking. These tests will provide the students with experience of undertaking dissections, taking notes and to be familiar with the procedures required for the summative test which will cover the third dissections. The first formative assessment provides the students with an understanding of the procedures involved, the level of dissecting skills expected and the depth of knowledge required of them, which they can then use to prepare for the next two dissections. The formative assessment of the second dissection allows the students to apply the feedback gained from the first dissection to prepare for the final, summative assessment of all the dissections. All the practical sessions are summatively assessed by a single test. This assessment tests the knowledge, skills and understanding gained during the practical sessions.