ANIMAL BIOLOGY - 2024/5
Module code: BMS2062
This module is intended to highlight the diversity of animal life, whilst noting and acknowledging conserved features. Evolution is a connecting thread, both the early evolution of anatomical features and their later adaptation to environment and lifestyle. The module also introduces students to aspects of animal behaviour, again in the wider context of evolution and adaptation. The module is not intended to be exhaustive in its content; it utilises selected themes in order to highlight how animals can be considered in relation to one another, developing investigative skills that will promote lifelong learning strategies.
School of Biosciences
PIRIE Tara (Biosciences)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 5
JACs code: C300
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 84
Lecture Hours: 22
Tutorial Hours: 5
Practical/Performance Hours: 9
Guided Learning: 3
Captured Content: 27
Prerequisites / Co-requisites
Indicative content includes:
• Evolution in the Animal Kingdom (recap)
• Development in animals: insects and vertebrates
• Introduction to Animal Behaviour
• Allometrics: lecture & computer lab exercise
Indicative themes in comparative biology:
Energetics - respiration
Diet and digestion
Also includes a field visit, a themed group investigation and poster presentation of the themed investigation.
|Assessment type||Unit of assessment||Weighting|
|Examination Online||ONLINE SAQ EXAM (4 HOUR WINDOW)||50|
The assessment strategy is designed to provide students with the opportunity to demonstrate comprehension, application, analysis and some synthesis of knowledge, as well as giving the opportunity to recall and reflect on the content covered in taught content. As such the module assessment consists of a research project (50%) with group- and individual components, as well as a short-answer exam (50%) during the exam week.
Thus, the summative assessment for this module consists of:
Research project (50%), in which students work in a group of 3-4 students to draw upon knowledge gathered throughout the module and published literature to address a topic on comparative biology. The module is assessed through three components: a research poster (group mark, 40%), structured summary (individual mark, 40%) and peer assessment by group members (individual mark, 20%).
Short answer exam (50%) in which students are offered a selection of short answer exam questions of varying weighting covering all lecture and practical content; duration 1 hour in exam period (available for 4 hours).
Formative assessment and feedback will be available from a variety of sources:
Answers to questions following allometric scaling practical
Feedback tutorial on allometric scaling practical
Timetabled drop-in sessions on research projects and exam preparation.
Verbal feedback following lectures or during tutorials or practicals.
Feedback to specific queries via discussion boards, with responses that are made available to all students.
- To recap the evolution of the animal kingdom to ensure the foundations are understood in order to build on during the rest of the module
- To overview the principles of development in evolutionarily remote animals, noting both similarities and differences
- To introduce some basic concepts in animal behaviour
- To use selected themes to compare aspects of the basic anatomy and physiology in vertebrates and invertebrates considering: evolutionary origins & adaptation to environment, energetic & allometric considerations, and impact on animal behaviour
|001||Compare and contrast the principles of development in vertebrates and invertebrates||KC|
|002||Recognise the types of behaviour shown within the animal kingdom and evaluate the impact of ecology and lifestyle on such behaviour||KC|
|003||Analyse information from varied sources in order to compare animal physiology and behaviour within the context of the themes of: vision, oxygen uptake and transport, diet, and locomotion||KC|
|004||Apply strategies for comparing diverse animal species to novel biological features||KC|
|005||Work both individually and as part of a team to identify and achieve goals||PT|
|006||Develop strategies for identifying and obtaining the information required to address a biological question: developing lifelong learning skills||KCPT|
|007||Integrate information from a variety of sources in order to address a biological question||KCPT|
|008||Communicate information gathered effectively using appropriate scientific language||PT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
In addition to providing information about specific topics via lectures this module is designed to stimulate self-learning practices and the skills required to locate and present information. Comparative anatomy and physiology of a number of organs and biological systems will be discussed in taught classes, but in addition guided study using a number of aids (e.g. computer labs, virtual dissection software, themed group investigation) will be used. The assessment of this module is very much a part of its teaching and learning strategy, both in terms of the skills it will develop and the additional information students will gather. In addition, it is intended that the final poster session will also promote peer learning as students will be expected to read and assess one another’s posters. The group assignment will also allow for working in term as allowing for peer-peer interaction to achieve a common goal, thus aiding personal understanding and developing transferable/ social interaction skills which are valued by employers.
Resourcefulness & resilience: The assessments for this module rely on the ability to interpret and understand primary research literature. The assignment has individual and group elements that will allow students to develop problem-solving, decision-making, self-efficacity, self-regulation, and confidence.
Global & cultural capabilities: Students will work in small groups for assignments that will encourage and engage students in working with other students from different cultures and abilities to achieve an end goal.
Sustainability: The module will consider biodiversity and conservation both of which are important for a sustainable future.
Digital capabilities: Students engage with self-help videos and in-person class demonstrations to introduce and improve the use of statistical software and excel. Students will also utilize the virtual learning environment SurreyLearn and other digital resources. The skills learned will be applied in the assignments they undertake to equip the students for a variety of modern professions.
Employability: Transferable skills such as the ability to work in a team, report findings in a scientific manner and analysis of data will equip students for a variety of modern professions.
Learning and teaching methods include:
Practical sessions - field, computer and lab
Formative MCQ tests delivered in class or online
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Upon accessing the reading list, please search for the module using the module code: BMS2062
Programmes this module appears in
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2024/5 academic year.