| Unit name | Advanced Vertebrate Palaeobiology and Biomechanics |
|---|---|
| Unit code | EASCM0055 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 1A (weeks 1 - 6) |
| Unit director | Professor. Rayfield |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Earth Sciences |
| Faculty | Faculty of Science |
Why is this unit important?
Why are fossil animals shaped in a particular way? How does this relate to their behaviour? In this unit you will examine how biomechanical techniques and inference from living animals shape our understanding of form and function in fossils, but go beyond this to consider how biodiversity in the past and present is achieved. Concepts of basic structural mechanics will be introduced along with an overview of the biology and functional morphology of the musculoskeletal system, including shape and scaling aspects.
How does this unit fit into your programme of study?
This unit is designed for students in on the MSc Palaeobiology PGT degree programme. It provides an in-depth review of the palaeobiology of vertebrates and an introduction to biomechanical methods required to understanding the function and evolution of vertebrate animals. This unit relates to other units on the programme such as Fossils and Phylogeny and Dynamics of Macroevolution and provides a deeper level of understanding to concepts such as adaptation and constraint, the link between form and function and quantitative methods required to test hypotheses of function in fossils.
An overview of content
This unit begins by outlining the evolution of vertebrates from basal fish-like creatures to humans. An emphasis will be given to anatomy and phylogeny, with descriptions of key groups of fishes, amphibians, reptiles (especially dinosaurs), birds and mammals. Interspersed are lecture and practical classes on theory and application of biomechanical methods to quantify functional performance of organisms and their evolution.
How will students be different as a result of the unit
After this unit you will have a deeper and more reflective understanding of the role of the interplay between adaptation and constraint in morphological evolution. You will understand how biophysical processes underpin the evolution of the vertebrate body plan and be able to demonstrate competence in applying quantitative methods to test hypotheses of vertebrate function in the fossil record, such as comparative tests of skull strength and bite force analysis. You will be able to describe examples of how biomechanical inferences have contributed to our understanding of the evolution of feeding, terrestrial and aerial locomotion in deep time.
Learning outcomes
On successful completion of this unit you will be able to:
Teaching will combine practicals and lectures. Practicals will consolidate lecture material and provide inquiry- and problem-based exercises, with some applied content. Guided background reading will also be provided.
Tasks which help you learn and prepare you for summative tasks (formative)
The practical classes build on content of the lectures, helping you develop and crystalize your knowledge in an informal session with access to the lecturers and demonstrators. Feedback, and model answers where appropriate, will be provided at the end of each practical class. Students will be encouraged to present their findings during classes when data collection forms part of the exercise.
There will be online formative quizzes available to consolidate your knowledge and provide feedback on your learning. The formative quizzes will be used to assess your level of understanding throughout the unit.
Tasks which contribute towards your unit mark (summative)
An exam (worth 70% of unit mark)
A poster presentation session. Students will choose a relevant scientific question, as agreed by staff, then research and prepare a scientific poster. The poster will be displayed in a conference-style poster session with staff and peers asking questions. Assessment will be based on visual presentation skills and quality of research; marks for each component will be equally weighted (worth 30% of unit mark).
When assessment does not go to plan
The University's Regulations and Code of Practice for Taught Programmes outline the requirements for progression on and completion of degree programmes. Students who miss an exam and self-certify their absence may complete a supplementary assessment for an uncapped mark as if taken for the first time. Resit and supplementary exams are habitually taken during the reassessment period later in the summer. As far as is practicable and appropriate, resit and supplementary assessments will be in the same form as the original assessment but will always test the same intended learning outcomes as the initial missed or failed assessment. In the case of group work, failure by a whole group would result in an appropriate group task being set and reassessed for all group members. If a single student fails a group assessment or is unable to participate for an evidenced reason, an individual reassessment will be set.
There are rigorous and fair procedures in place to support students who are ill or whose studies and assessments are affected by exceptional circumstances.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EASCM0055).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
