Human Evolutionary Biology
Run by School of Natural Sciences
20 Credits or 10 ECTS Credits
Organiser: Dr Isabelle Winder
Overall aims and purpose
This module focuses on understanding human biology in an evolutionary context. In introduces students to the palaeontological study of hominin fossils, and to the use of genetic, comparative and palaeoenvironmental data in building up a picture of our lineage’s history. This is then used to contextualise the in-depth study of modern human evolutionary genetics, reproductive biology, life histories, health, behaviour and cognition to identify and explain the traits that link us and distinguish us from the rest of Primate order.
This module will cover:
- How to study human evolution (theory, evidence, methods and ethics);
- Humans in primate context;
- The human fossil record & ancient environments;
- Modern human evolutionary biology (including genetics, reproduction/sexuality, endocrinology/physiology, diets, life histories, behavioural ecology and health & disease);
- The archaeological evidence for human evolution;
- The evolution of cognition;
A threshold student (scoring 50-59%) should have a basic grasp of the major patterns in human evolution presented in the module, and some understanding of the ways in which humans differ from other animals. Written answers will demonstrate the ability to organise relevant lecture material into a clear argument and contributions in class will show some evidence of thought about the intended audience and their level of prior knowledge.
A good student (scoring 60-69%) should have a thorough factual knowledge of all areas of the module, and be able to give examples where appropriate to back up their arguments. Written answers should demonstrate some critical thinking and evaluation of the evidence surrounding a coherent argument, and will be able to synthesise lecture material with information from the students’ wider reading. Class contributions will be considerate of the audiences’ prior knowledge and will show evidence of careful planning and reflection.
An excellent student (scoring 70%+) should demonstrate comprehensive factual knowledge of human evolutionary biology, including evidence of significant wider reading e.g. of sources not found on the reading list. They will show a critical understanding of the theories underpinning studies of human evolution and will be able to evaluate case studies to construct and defend a convincing, coherent argument in written assignments. Contributions in class will integrate evidence from a wide range of sources and will take careful account of the audiences’ prior knowledge and the ethics of human biology.
Demonstrate a detailed understanding of how modern human biological systems (including locomotion, endocrinology, behaviour, diets, life histories, reproductive strategies and social systems) have evolved from the time of our last common ancestor with chimpanzees
Critically assess the archaeological, genetic and comparative evidence for the evolution of human cognitive capacities and behaviours like the use of language, art and music
Be able to explain their understanding of human evolutionary biology to specialists and non-specialists using appropriate language and means of presentation.
Explain and critique specific theories of human evolution in the context of wider debates on evolutionary theory.
Describe the history of palaeoanthropology and evaluate the significance of specific fossil discoveries, novel techniques and theories pertaining to our growing understanding of our own past
|COURSEWORK||Portfolio of research-talk tasks||
In our seminars, we will watch four separate research talks on human evolution subjects. Students will be given guidance on how to critique and engage with the ideas presented, and put them into the context of the wider literature. They will produce a portfolio of four critical summaries, one per talk.
Alongside attending lectures and seminars, students will select a book from a list of popular science titles in the field of human evolutionary biology. They will write a review of this book, for a general audience, in which they will summarise the book's argument and explore how it fits with work in the field and critically assess its relevance and usefulness to professional scientists and the public.
Teaching and Learning Strategy
|Practical classes and workshops||3|
Drop-in office hours, to provide a chance for students to discuss their work and progress with staff and ask any specific questions they may need answers to.
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Subject specific skills
- Conduct fieldwork and/or laboratory work competently with awareness of appropriate risk assessment and ethical considerations
- Recognize and apply appropriate theories and concepts from a range of disciplines.
- Consider issues from a range of interdisciplinary perspectives.
- Apply subject knowledge to the understanding and addressing of problems.
- Collect, analyse and interpret primary and/or secondary data using appropriate qualitative and/or quantitative techniques.
- Engagement with current developments in the biosciences and their application.
- Appreciation of the complexity and diversity of life processes through the study of organisms.
- Engage in debate and/or discussion with specialists and non-specialists using appropriate language.
- Undertake field and/or laboratory studies of living systems.
- Undertake practical work to ensure competence in basic experimental skills.
- Demonstrate awareness of the importance of risk assessment and relevant legislation
Resource implications for students
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/bsx-3161.html
A reading list is provided via Talis.
Courses including this module
Optional in courses:
- C100: BSC Biology year 3 (BSC/B)
- C511: BSc Biology with Biotechnology year 3 (BSC/BIOT)
- C102: BSc Biology (with International Experience) year 3 (BSC/BITE)
- C300: BSC Zoology year 3 (BSC/Z)
- C305: BSc Zoology with Animal Behaviour (with International Exp) year 3 (BSC/ZABIE)
- C3L2: BSC Zoology with Conservation year 3 (BSC/ZC)
- C319: BSc Zoology with Climate Change Studies year 3 (BSC/ZCC)
- C3L3: BSc Zoology with Conservation with International Experience year 5 (BSC/ZCIE)
- C3L4: BSc Zoology with Conservation with Placement Year year 4 (BSC/ZCP)
- C304: BSC Zoology with Herpetology year 3 (BSC/ZH)
- C324: BSc Zoology with International Experience year 3 (BSC/ZIE)
- C3C1: BSc Zoology with Marine Zoology (with International Exp) year 3 (BSC/ZMB)
- C350: BSC Zoology with Marine Zoology year 3 (BSC/ZMZ)
- C3D3: BSC Zoology with Animal Behaviour year 3 (BSC/ZWAB)
- C101: MBiol Master of Biology year 3 (MBIOL/BIO)
- C510: MBiol Biology with Biotechnology year 3 (MBIOL/BIOT)
- C302: MZool Zoology with Animal Behaviour year 3 (MZOOL/AB)
- CD34: MZool Zoology with Conservation year 3 (MZOOL/CONS)
- C303: MZool Zoology with Herpetology year 3 (MZOOL/HERP)
- C325: MZool Zoology with Animal Behaviour with International Exp year 3 (MZOOL/ZAIE)
- C321: MZool Zoology with Climate Change year 3 (MZOOL/ZCC)
- C326: MZool Zoology with Herpetology with International Experience year 3 (MZOOL/ZHIE)
- C353: MZool Zoology with Marine Zoology year 3 (MZOOL/ZMZ)
- C306: MZool Zoology (with International Experience) year 3 (MZOOL/ZOIE)
- C301: MZool Master of Zoology year 3 (MZOOL/ZOO)