Overview

Invertebrates were the first animals on the planet and formed the basis from which vertebrates eventually evolved. We will explore the whole range of phyla that make up the invertebrates, and highlight their interesting physiologies and ecologies, as well as understanding why some are so diverse and others are less diverse.

The largest diversity of animals occurs on land, and the most successful group of animals are the insects. We will explore the importance of insects by looking at their interactions with their environment and with humans.

We will also cover the breadth of social systems displayed by invertebrates. In the terrestrial environment (and marine with a few shrimps species), invertebrates evolved a system of division of labour and reproduction that led to quasi-social and eusocial insects. In the marine environment, a unique system of division of labour formed in colonial invertebrates, which does not have any equivalent on land.

Two practicals are associated with the module, which cover 1) creating and interpreting a phylogeny and 2) the behaviour of invertebrates. There are also two seminars that detail how invertebrate species are being used as research tools by researchers at Bangor University.

Invertebrates will cover all the >30 invertebrate phyla, with the majority of material covering the eight most diverse phyla: Arthropods, Annelids, Nematodes, Platyhelminthes, Cnidaria, Porifera, Molluscs, and Echinoderms. It will highlight interesting aspects of biology and ecology across the phyla and place each phylum it is evolutionary context.

Two practicals are associated with the module cover 1) the potential arthropods phylogenies, and 2) behaviour of invertebrates (woodlice).

Assessment Strategy

This is a 20-credit module. It has 22 lectures, two three-hour practicals, three seminars, and three Questions and Answers sessions; a total of 34 contact hours.

Coursework accounts for 60 % of the final mark or 12 credits. Coursework consists of two lab reports of 1,250-words each, each 30 % of the mark. The practicals are timetabled in such a way that the student get feedback from their first lab report before the second one is due.

The final exam accounts for 40 % of the final mark or 8 credits. The exam addresses both problem-solving recall but has a deliberate centre on recall. The exam is 50 MCQs to be answered during 60 minutes plus PLSP allowances where applicable. The MCQs have five options. The MCQs have only one correct answer unless stated otherwise.

-threshold - should have a basic knowledge of the essential facts and key concepts presented in the module. Written work should demonstrate a basic ability to synthesise and interpret data from lectures and readings in a structured and logical manner, and all assessments should demonstrate the general capacity to organise acquired knowledge. (Grade D or C; mark range 40-59%)

-good - should have thorough factual knowledge across all aspects of the module, and be able to cite examples and case studies where appropriate. Written work should demonstrate an ability to think about the subject and to synthesise lecture material and some information from background reading into coherent arguments. (Grade B; mark range 60-69%)

-excellent - should have a high level of detailed factual knowledge across all aspects of the module, and be able to detail examples and case studies where appropriate. Written work should demonstrate an ability to think critically about the subject and to synthesise lecture material and information from extensive background reading in support of detailed, developed arguments. (Grade A; mark range 70-100%)

Learning Outcomes

• Describe and explain the evolution of invertebrate life using phylogenies, and how development, physiology, ecology, and social behaviour of invertebrates is shaped by their evolutionary history.

• Develop personal development skills with regard to exam revision with previous exam questions, writing and structuring practical reports, and organisation and managing deadlines.

• Recognise and discuss how invertebrates interact with their environment and how ecology can shape invertebrate phenotypes over and above phylogeny.

• Review the similarities and differences between invertebrate phyla and describe how phylogenetic relationships have shaped them.