ENV BIOL 2501 - Evolutionary Biology II

North Terrace Campus - Semester 2 - 2024

This course addresses key components of evolutionary biology from the perspective of molecular evolution, from the perspective of individual organisms evolving attributes to cope with and exploit spatially and/or temporally variable and different environments, and from a macro-evolutionary perspective. Natural selection, sexual selection, kin selection and inclusive fitness are used to develop an understanding of the behavioural, morphological and physiological adaptations of individual organisms to their environments, as well as an understanding of the interactions and co-evolutionary processes that occur between organisms both intra- and inter-specific (reproductive strategies, mating systems, competition, predator-prey, plant-herbivore, host-parasite, mutualisms, facilitation). Molecular evolution and population genetics provide the mechanics for evolution. Knowledge of these and biogeographic changes are used to develop the ideas of species and speciation, to construct phylogenies, and to interpret the fossil record and patterns of extinction

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Course Details

Course Code	ENV BIOL 2501
Course	Evolutionary Biology II
Coordinating Unit	Ecology and Evolutionary Biology
Term	Semester 2
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 6 hours per week
Available for Study Abroad and Exchange	Y
Assumed Knowledge	BIOLOGY 1101 or BIOLOGY 1401 & BIOLOGY 1201 or BIOLOGY 1202 or BIOLOGY 1001
Assessment	Practical reports, essay, quiz, partial online exams

Course Staff

Course Coordinator: Associate Professor Diego C Garcia-Bellido

This course is taught by Assoc Prof Diego C. García-Bellido, Assoc Prof Jeremy Austin, Assoc Prof Kate Sanders and Dr Kyle Armstrong.

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Course Learning Outcomes

1	Develop and explain the importance of evolutionary studies as a foundation of comparative biology.
2	Examine and apply the major genetic and ecological processes underlying evolution and selection
3	Recognise and explain the processes driving speciation and how these relate to classification techniques.
4	Explain and interpret the methodologies for the reconstruction and interpretation of phylogenetic and biogeographic patterns and processes
5	Recognise and explain the importance of the fossil record in evolutionary studies, and the role of phylogenetic studies in the wider context of biodiversity and conservation.
6	Access and synthesise contemporary information in evolutionary biology in written and verbal form.

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1, 2, 3, 4, 5
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	1, 2, 3, 4
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	4, 5, 6
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	4, 6
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	,4, 6
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.	4, 5
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	6
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	4, 5, 6

Learning Resources

Recommended Resources

Some important and useful texts include:
Alcock, J (1998) ‘Animal behavior: an evolutionary approach, 6th edition.’ (Sinauer: Sunderland, Mass.)
Judd, WS, Campbell, CS, Kellogg, EA, Stevens, PF, Donoghue, MJ (2008) ‘Plant systematics: a phylogenetic approach, 3rd edition.’ (Sinauer: Sunderland Mass.)
Krebs, JR, Davies, NB (1993) ‘An introduction to behavioural ecology.’ (Blackwell Science: Oxford)
Maynard Smith, J (2002) ‘Evolutionary genetics, 2nd edition.’ (Oxford University Press: Oxford)
Ridley, M (2004) ‘Evolution, 3rd edition.’ (Blackwell Scientific Publishing: Malden, MA)
Rose, MR, Mueller, LD (2005) ‘Evolution and ecology of the organism.’ (Pearson Education: Upper Saddle River, NJ)
Skelton, PW (Ed.) (1993) ‘Evolution: a biological and palaeontological approach.’ (Addison-Wesley: Workingham, UK)
Toft, CA, Jaeger, RG (1998) Writing for scientific journals. I: the manuscript. Herpetologica 54 (Suppl.), S42–S54.
Zimmer, C (2001) ‘Evolution: the triumph of an idea.’ (Harper Collins Publishers: New York)

Online Learning

It is important that all students maintain active communication channels throughout the semester. The primary communication channels to students in this course will be via email, MyUni and announcements made in lectures:
MyUni: Students should regularly login to MyUni via the MyUni website (http://myuni.adelaide.edu.au/) for important course-related announcements. Teaching materials, past examination papers and course documentation will also be posted on this site.
Learning & Teaching Activities
Learning & Teaching Modes
The course will be delivered in the following means:
- Lectures: 3 X 1-hour lectures per week
- Practicals/Tutorials: 1 X 3-hour practical/tutorial per week
Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

A students enrolled in a 3 unit course, such as this, should expect to spend, on average 12-hours per week on the studies required. This includes both the formal contact time required for the course (lectures and practicals), as well as non-contact time (eg revision, reading)

Learning Activities Summary

Topics covered throughout the course may include:
1. Micro-evolution
Mechanisms of evolution
Gene flow
Genetic drift
Natural selection and adaptation

2. Systematics and macroevolution
Species concepts and speciation; allopatry, sympatry, vicariance, selection, genetic isolation Hybridisation, polyploidy, apomixis and other alternative pathways to evolve; adaptive radiation
Classical taxonomy; classification systems and nomenclature Morphological data
Molecular and allied data

3. Palaeobiology
Fossil record through time, major evolutionary radiations and mass extinctions
Evolutionary faunas, living fossils and exceptional preservation
Palaeoecology and palaeobiodiversity

4. Biogeography
Adaptations for dispersal; dispersal versus vicariance; application of phylogenetics in biogeography; centres of origin
Island biogeography: adaptations of plants and animals to living on islands
Origins and make-up of the Australian biota: the vertebrate groups
Origins and make-up of the Australian biota: examples from the flora and invertebrates

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Task Type	Hurdle Yes or No	Weighting	Learning Outcome
Online Quiz	Summative	No	10%	1,2
Major essay	Formative Summative	No	25%	1-6
Practical reports	Formative Summative	No	25%	2,4
Section tests	Summative	No	40%	1-6

Assessment Detail

Online Quiz (10% of total course grades)
This online quiz will assess content and concepts presented in the first four lectures. It will comprise approximately 10 multiple-choice questions and is designed to reinforce the major points on natural selection and population genetics.

Major Essay (25% of total course grades)
Note that detailed information on the essay will be handed out separately. The essay is 1500-2000 words in length and comprises a set topic. It is designed to help students synthesise material from across the course and from their reading to develop an overall understand of the nature and process of evolution as it is presently understood and as it applies to a major group of organisms. The essay is also designed to help them develop writing skills so that you can learn to present information in a coherent but concise manner. This essay will be upload to MyUni (through Turnitin).

Practical Reports (25% of total course grades)
You will be required to write-up and upload to MyUni (through Turnitin) some of the practical exercises that you conduct during the semester. These will be written up in a formal report with introduction, methods, results and discussion. Each practical is worth 12.5%. These weightings are indicative of the amount of time you should devote to the reports. These reports should also cover your responses to questions posed in the practical notes.

Section tests (40% of total course grades)
At the end of each of the 4 sections of the course there will be a 1-hour multiple-choice question test that will cover material presented and discussed in Lectures and Workshops/Pracs.

Submission

The Essay and Practical Reports must be submitted electronically using TurnItIn within MyUni (instructions will be provided in the Essay tutorial). Hard copies will not be accepted.

Essay and Practical Reports must be submitted with a signed cover sheet that can be downloaded from MyUni. NB: Essays without a cover sheet will be penalised.

If an extension is not applied for, or not granted, then a penalty for late submission will apply. A penalty of 10% of the value of the assignment for each calendar day that the assignment is late (i.e. weekends count as 2 days), up to a maximum of 50% of the available marks will be applied. This means that an assignment that is 5 days late or more without an approved extension can only receive a maximum of 50% of the marks available for that assignment.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator