Study programme competencies |
Code
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Study programme competences
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A1 |
Recoñecer distintos niveis de organización nos sistemas vivos. |
A2 |
Identificar organismos. |
A3 |
Recoñecer, obter, analizar e interpretar evidencias paleontológicas. |
A4 |
Obter, manexar, conservar e observar especímenes. |
A29 |
Impartir coñecementos de Bioloxía. |
B1 |
Aprender a aprender. |
B2 |
Resolver problemas de forma efectiva. |
Learning aims |
Learning outcomes |
Study programme competences |
To understand the concept of deep (geologic) time |
A3 A29
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B1
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To understand the processes of fossilization and the biases of the fossil record as an indicator of ancient biospheres |
A2
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B1
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To understand how biological processes occurring at geological time scales, such as evolution or mass extinctions, cannot always be understood as simple extrapolations of processes taking place at shorter time scales |
A2
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B1 B2
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To expand our understanding of Evolutionary Theory from a multidisciplinary perspective |
A3
|
B1 B2
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To know the fossil groups that make up the fossil record and their practical uses |
A1 A2 A3 A4
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B1 B2
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To identify the main bioevents in the history of the Earth, their causes and aftermath |
A2 A3
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B1 B2
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To synthesize knowledge from a long array of subjects such as Geology, Ecology, Microbiology, Biochemistry, Botany or Zoology in the framework of an ever changing Earth |
A2 A3 A29
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B1 B2
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Contents |
Topic |
Sub-topic |
SECTION-1. |
HISTORY AND CONCEPT OF PALEOBIOLOGY |
Lesson 1. An introduction to Paleobiology |
1.1 Introduction
1.2 Theoretical and methodological aspects
1.3 Divisions of Paleobiology |
SECTION-2. |
TAPHONOMY |
Lesson 2. The concept of fossil. Taphonomy |
2.1 Introduction
2.2 The concept and types of fossils
2.3 Biostratinomy
2.4 Diagenesis of fossils
2.5 Ichnofossils
2.6 Time-averaging
2.7 Fossil-lagerstätten
2.8 The quality of the fossil record
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SECTION-3. |
MORPHOLOGICAL ANALYSIS |
Lesson 3. Size and Shape in Fossils |
9.1 Introduction
9.2 The analysis of morphometrical variability
9.3 Types of growth
9.4 Population variability
9.5 Ecophenotypic variability
9.6 Sexual dimorphism
9.7 Taphonomical variability |
Lesson 4. Ontogeny and Heterochrony |
10.1 Introduction
10.2 Biogenetic and von Baer's Law
10.3 Heterochrony and its types
10.4 Heterochrony and allometry
10.5 Heterochronoclines
10.6 Dissociated heterochrony
10.7 Evolutionary consequences of heterochrony |
Lesson 5. Morphodynamics and the Evolution of Form |
11.1 Introduction
11.2 Constructional morphology. Phylogenetic factor. Functional factor. Fabricational factor. Other factors
11.3 Research methods in morphodynamics. Biomechanical analysis. Theoretical morphology |
SECTION-4. |
EVOLUTIONARY PALEONTOLOGY |
Lesson 6. Classification and Phylogeny |
12.1 Introduction
12.2 Methods of classification. Essentialism, evolutionary, phenetic, and cladistic classification
12.3 Fossils and Phylogeny. Stratocladistics. Phylogenetic trees |
Lesson 7. Speciation |
13.1 Introduction
13.2 Species concepts
13.3 Modes of speciation
13.4 The problem of species concept in Paleontology |
Lesson 8. Modes of evolution |
14.1 Introduction
14.2 Darwinism and the Synthetic Theory of Evolution
14.3 Modes of evolution and the fossil record. Phyletic gradualism and punctuated equilibria
14.5 Evolutionary trends
14.6 Species selection
14.7 Coordinated stasis |
Lesson 9. Paleobiogeography |
16.1 Introduction
16.2 Dispersal biogeography
16.3 Paleogeography and paleoclimatology
16.4 Vicariance biogeography
16.5 Biogeographic patterns and extinctions |
Lesson 10. Evolutionary Paleoecology |
17.1 Introduction
17.2 Phanerozoic trends in global diversity. Explanatory hypotheses
17.3 Law of constant extinction. Red Queen Hypothesis and alternative explanatory hypotheses
17.4 Clade interactions |
SECTION-5. |
BIOSTRATIGRAPHY |
Lesson 11. Time and Geology |
4.1 Dating methods
4.2 The geologic time scale |
SECTION-6. |
HISTORY OF LIFE |
Lesson 12. The origin and early evolution of Earth and Life |
5.1 Origins of the Solar System and Earth.
5.2 Origin and evolution of the Atmosphere.
5.3 Origin of the Hidrosphere.
5.4 Origin and evolution of the continents.
5.5 The first life forms. |
Lesson 13. The diversification of Life |
6.1 The Ediacaran Fauna and other life forms.
6.2 The Cambrian Explosion.
6.3 Evolution of life forms during the Paleozoic.
6.4 Terrestrialization. |
Lesson 14. Mass extinction events |
7.1 Mass extinctions. Causes and their aftermath.
7.2 The end-Permian extinction.
7.3 The end-Cretaceous extinction.
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Lesson 15. Climate and Life |
8.1 Climatic evolution of the planet Earth.
8.2 Global glaciations. Methods of study.
8.3 The Snowball Earth hypothesis.
8.4 The influence of climatic change on the Quaternary faunas and floras. |
Planning |
Methodologies / tests |
Competencies |
Ordinary class hours |
Student’s personal work hours |
Total hours |
Guest lecture / keynote speech |
A3 A29 B1 B2 |
21 |
63 |
84 |
Laboratory practice |
A1 A2 A3 A4 A29 B1 B2 |
14 |
21 |
35 |
Workshop |
A1 A2 A3 A4 A29 B1 B2 |
7 |
10.5 |
17.5 |
Mixed objective/subjective test |
A1 A2 A3 A4 A29 B1 B2 |
4.5 |
7 |
11.5 |
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Personalized attention |
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2 |
0 |
2 |
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(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Guest lecture / keynote speech |
Lectures will be devoted to topics related to principles and problems in Paleontology, as well as to the history of life on Earth. Students are expected to prepare their own handouts, as well as complete reading assignments from specific topics. |
Laboratory practice |
Laboratory sessions will be devoted to the recognition of the basic morphological features of the main fossil groups, as well as to the identification of important taxa from the Iberian Peninsula. Students will be required to take their own notes and answer the lab quizzes. Unjustified changes in scheduled lab groups will not be allowed. Attendance to the lab sessions, as well as the delivery of quizzes to the lecturers, are mandatory to pass the subject. |
Workshop |
The workshops ("clases de grupo reducido") are intended to introduce the basic concepts of taphonomy and systematics to the students by means of the direct observation of fossils. The students will prepare their own handouts and solve specific quizzes. Unjustified changes in scheduled workshop groups will not be allowed. Attendance to the workshops ("clases de grupo reducido"), as well as the delivery of quizzes to the lecturers, are mandatory to pass the subject |
Mixed objective/subjective test |
Grading is primarily based on the idea of continuous assessment and so, the final exam IS NOT REQUIRED for those students being successful during this continuous assessment. Students failing specific parts or the whole subject are required to make the final exam for the parts they failed (see the “Assessment” section). |
Personalized attention |
Methodologies
|
Workshop |
Mixed objective/subjective test |
Laboratory practice |
Guest lecture / keynote speech |
|
Description |
Tutoring is expected, especially for those aspects showing greater difficulty, such as quizzes solving, tests, or workshop/laboratory observations.
Part-time students not capable of attending to the workshops and/or lab sessions (i. e., those having an official academic waiver) are eligible to get an exemption of these mandatory tasks in the scheduled programme. They will be required to perform adapted specific tasks to pass the subject
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Assessment |
Methodologies
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Competencies |
Description
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Qualification
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Workshop |
A1 A2 A3 A4 A29 B1 B2 |
Continuous assessment using quizzes involving multiple choice, matching, true-false questions, fill in the blank questions or short answer and essay questions. These quizzes make up 7% of the final grade |
7 |
Mixed objective/subjective test |
A1 A2 A3 A4 A29 B1 B2 |
As stated in Step 5, grading is primarily based on the idea of continuous assessment and so, the FINAL EXAM IS NOT REQUIRED for those students being successful during this continuous assessment. For the rest of students, a final exam will be carried out for the specific parts of the subject (i. e., lectures=65%, workshops + laboratory sessions= 35%) that they failed. |
0 |
Laboratory practice |
A1 A2 A3 A4 A29 B1 B2 |
Continuous assessment using quizzes involving multiple choice, matching, true-false questions, fill in the blank questions, short answer, essay questions and/or fossil identifications with real specimens. Quizzes make up 28% of the final grade |
28 |
Guest lecture / keynote speech |
A3 A29 B1 B2 |
Continuous assessment will take place using in-class quizzes and participation during classes. All quizzes can involve multiple choice, matching, true-false questions, fill in the blank questions or short answer and essay questions. Quizzes make up 65% of the final grade |
65 |
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Assessment comments |
The continuous assessment consists of: 1) Tests on the contents of lectures, making up 65% of the final grade
2) Tests on laboratory sessions + workshops, making up 35% of the final grade (tests on Systematic Paleontology, 20% + test on fossil identification “de visu”, 15%). Non-attendance to lab sessions or workshops will be penalized as follows: - 1 unjustified missing lab/workshop = 1 out of 10 in the Systematic Paleontology test
- 2 unjustified missing lab/workshops = 2.5 out of 10 in the Systematic Paleontology test
- 3 or more unjustified missing lab/workshops carries failing the entire subject (this includes the grading opportunities of January and July)
3) Besides the tests, all students are required to know the chronostratigraphic chart with 0% value in the final grade. This is therefore considered a key question to pass the subject. Students are required to obtain a final grade (lectures, and workshops + lab sessions = 100%) of at least 5.0 out of 10 to pass this subject. However, all the activities making up the continuous assessment (lectures, and workshops + lab sessions) can be compensated among them getting a grade of at least 4.0.
The two Final Exams (grading opportunities of January and July) are only required for those students who have not passed the aforementioned continuous assessment. Students passing any of the parts of the continuous assessment (lectures, and workshops + lab sessions) are given the opportunity to keep their marks for the two Final Exams (grading opportunities of January and July), being only examined of those parts which they failed. However, all the teaching-learning process of this subject is based on the idea of being developed in the current term. This means that for successive terms the student will be required to fullfill all the assignments scheduled for those specific terms.
Under exceptional justified reasons, such as part-time learning, or students with special educational needs, specifically adapted assessments could be undertaken.
The grade “no show” will be given only to those students who have not participated in more than 20% of the assessed activities during the term.
All the aforementioned instructions also apply to part-time students.
Students from former terms, if attending the December’s advance call, will be examined under the rules of the 2022/2023 academic year (please check the corresponding syllabus).
If academic fraud is detected in any of the activities included in the continuous assessment program, the student/s involved will be subject to the current UDC regulations on this topic.
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Sources of information |
Basic
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PROTHERO, D. R. (2013). Bringing Fossils to Life. An Introduction to Paleobiology. Columbia University Press, New York
BENTON, M.J. (2020). Cowen’s History of Life. Wiley
MILSOM, C. & RIGBY, S. (2010). Fossils at a Glance. Wiley-Blackwell
DOMÈNECH, R. & MARTINELL, J (1996). Introducción a los Fósiles. Masson
BENTON, M. J. & HARPER, D. A. T. (2020). Introduction to Paleobiology and the Fossil Record. Wiiey-Blackwell
CLARKSON, E. N. K. (2001). Invertebrate Palaeontology and Evolution. Blackwell Science, Oxford
BRIGGS, D. E. G. & CROWTHER, P. R. (2003). Palaeobiology II. Blackwell Science
MARTÍNEZ-CHACÓN, M. & RIVAS, P. eds. (2009). Paleontología de Invertebrados. Sociedad Española de Paleontología
FOOTE, M. & MILLER, A.I. (2007). Principles of Paleontology. W. H. Freeman, New York
PROTHERO, D. R. (2020). The Evolving Earth. Oxford University Press |
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Complementary
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(). Digital Atlas of Ancient Life. https://www.digitalatlasofancientlife.org
(). Museo Virtual de Paleontología de la Universidad de Huelva . https://www.uhu.es/museovirtualpaleontologia/index.html
(). Paleo3D: La Colección de Prácticas Virtual del Área de Paleontología de la Universitat de València. http://paleo3d.uv.es
(). Paleobiology Database (PDBD). https://paleobiodb.org |
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Recommendations |
Subjects that it is recommended to have taken before |
Geology/610G02004 | Physical Geography/610G02006 | Genetics/610G02019 | Population Genetics and Evolution/610G02021 | Plant Systematics: Cryptogamia/610G02024 | Plant Systematics: Phanerogamia/610G02025 | Zoology I/610G02031 | Zoology II/610G02032 | Ecology I: Individuals and Ecosystems/610G02039 | Ecology II: Populations and Communities/610G02040 |
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Subjects that are recommended to be taken simultaneously |
Animal Biodiversity and the Environment/610G02033 |
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Subjects that continue the syllabus |
Developmental Biology/610G02010 | Functional Adaptations of Animals in the Environment/610G02037 |
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Other comments |
Students having specific inquiries or wanting to discuss class materials are always welcome during the lecturer's office hours. It is highly recommended that they communicate any kind of problem affecting their class performance, ability to take tests or class attendances, especially in the case of foreign students. This subject follows the Green Campus Faculty of Sciences program on sustainability (https://ciencias.udc.es/images/Facultade/Green_Campus/Declaraci%C3%B3n_Ambiental_FCiencias.pdf) |
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