Origins of Biodiversity: an introduction to evolutionary paleobiology 1400-OOB-en
The course will start with an introduction to the fields of macroevolution and macroecology and the potential and constraints of using the fossil/historical record to reconstruct evolution and aid conservation. Further classes will tackle particular aspects where paleobiological data can play a major contribution to those fields. These range from evolutionary rates, evolutionary trends in complexity, morphological disparity and size, scaling, diversification, biodiversity, adaptive radiations, mass extinction, ecological interactions and conservation paleobiology. Major concepts like the first biological law, LUCA, Cambrian explosion, adaptative radiations, Lilliput effect, polar gigantism, temperature-size rule and other concepts will be discussed.
These course will be accompagnied by labs where students will perform analyses to test major concepts explained in the previous paragraph. Those analyses will be performed on actual specimens as well as data obtained from the literature and databases. Applied quantitative methods will include ancestral state reconstruction, reconstructing diversity dynamics (origination and extinction rates) from fossil sampling data, disparity analysis, Bayesian divergence time estimation, generalized linear models, geometric morphometrics, meta-analysis, ordination analysis, comparative phylogenetic methods, and rarefaction. Lab methods will include The course will start with an introduction to the fields of macroevolution and macroecology and the potential and constraints of using the fossil/historical record to reconstruct evolution and aid conservation. Further classes will tackle particular aspects where paleobiological data can play a major contribution to those fields. These range from evolutionary rates, evolutionary trends in complexity, morphological disparity and size, scaling, diversification, biodiversity, adaptive radiations, mass extinction, ecological interactions and conservation paleobiology. Major concepts like the first biological law, LUCA, Cambrian explosion, adaptative radiations, Lilliput effect, polar gigantism, temperature-size rule and other concepts will be discussed.
These course will be accompagnied by labs where students will perform analyses to test major concepts explained in the previous paragraph. Those analyses will be performed on actual specimens as well as data obtained from the literature and databases. Applied quantitative methods will include ancestral state reconstruction, reconstructing diversity dynamics (origination and extinction rates) from fossil sampling data, disparity analysis, Bayesian divergence time estimation, generalized linear models, geometric morphometrics, meta-analysis, ordination analysis, comparative phylogenetic methods, and rarefaction. Lab methods will include computed tomography, geometric morphometrics and experimental taphonomy.
The course is unique compared to other courses, as it focuses on the importance of the integration of fossil and neontological data to understand large-scale evolutionary and ecological patterns in space, time and lineages as well as inform conservation.
The course lectures will follow the schedule below:
1. What is macroevolution? What is macroecology? Introduction
2. How did evolution get started? Origin
3. Do living fossils exist? Rates
4. Does evolution favor increased size and complexity? => Evolutionary trends (disparity)
5. What caused the explosion of animal evolution in the Cambrian? Diversification
6. Were ammonoids, brachiopods and dinosaurs evolutionary failures? Mass extinctions
7. Was the diversification of mammals due to luck? Adaptive Radiations and molecular evolution
8. Is sex good for diversification, evolutionary success, and survival?
9. Why did parental care evolve? Why is it so unevenly distributed on the tree of life?
10. Are the lilliput effect and cope´s rule opposite sides of the same coin? Size
11. Why are there so many kinds of passerines and ray-finned fishes?
12. Do ecological interactions increase or decrease with biodiversity? Intimate interactions
13. Why are there so many species in the tropics? Latitudinal diversity gradient
14. What are the drivers of biodiversity? Abiotic versus biotic factors and their scaling (Red queen versus Court Jester)
15. Does the current anthropogenic biodiversity crisis really qualify as a mass extinction? Conservation paleobiology
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Term 2023Z:
Course content includes: |
Term 2024Z:
Course content includes: |
Type of course
elective courses
Mode
Course coordinators
Learning outcomes
On completion of the course the student will:
Identify the tools necessary to understand the laws of nature and describe the laws of nature and describe life processes, and gives examples of their use (K_W01)
Know the basic terminology of large-scale evolutionary and ecological patterns. Know the sequence of basic evolutionary and ecological processes. (K_W02)
Know the basic methods and techniques of measuring diversity and evolutionary to ecological patterns. (K_W03)
Understand the principles of the hierarchical organization of life, from molecule to biosphere, and uses the concepts necessary for their understanding and description (K_W07)
Understands phenomena and natural processes occurring at the level of an individual, population and ecosystem (K_W09)
Knows biodiversity at the basic level and understand the phenomena and natural processes that shape it (K_W10)
Knows the history of life on Earth and describes the mechanisms of evolution, taking into account their molecular basis (K_W12)
Knows the basic techniques as well as measurement and imaging techniques used in paleobiological research (K_W15)
Knows the appropriate statistical methods and information techniques for the description of phenomena and data analysis (K_W17)
Understands the importance of biogeography and phylogeny in understanding the structure and diversity of the living world (K_W18)
Apply basic methods for collecting ecological data in the field. (K_U07)
Work in a group on research tasks and solve dilemmas related to the work correctly. (K_K05)
Demonstrates the ability to work in a team and is open to new ideas (K_K07)
Critically analyzes information appearing in the media and in professional literature (K_K08)
Collect and analyse simple observations, independently or in a team, and analyse and interpret the results in the light of valid scientific theories. (K_U01)
Can use basic statistical and computational methods to describe the results of own analyses. (K_U02)
Use scientific and popular science biological texts in mother tongue and English and communicates in English at the B2+ level (K_U03 Bi2)
Can analyze the obtained results and discuss them based on the available literature data (K_U04)
Can use computer and electronic resources to carry out statistical analyses and use Free Software (K_U05)
Can present the obtained results in the form of a written work (K_U08)
Applies basic statistical methods as well as algorithms and information techniques to describe phenomena and analyze biological data (K_U09)
Assessment criteria
The student will be evaluated based on an examination in class at the end of the course, and by performing a small research project and detailing the results in an essay in the form of a short research communication.
Lecture: Written test
Lab course: credit for performing a small research project and detailing results in a short written research communication.
Bibliography
Bromham, L., & Cardillo, M. (2019). Origins of biodiversity: an introduction to macroevolution and macroecology. Oxford University Press.
Levinton, J. S. (2001). Genetics, paleontology, and macroevolution. Cambridge University Press.
Stanley, S. M. (1998). Macroevolution: pattern and process. Johns Hopkins University Press
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Term 2023Z:
Bromham, L., & Cardillo, M. (2019). Origins of biodiversity: an introduction to macroevolution and macroecology. Oxford University Press. |
Term 2024Z:
Bromham, L., & Cardillo, M. (2019). Origins of biodiversity: an introduction to macroevolution and macroecology. Oxford University Press. |
Notes
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Term 2023Z:
*to fulfill the learning outcome "Can use a computer and electronic resources to carry out statistical analyses and use Free Software (K_U05)" access to the computer will be needed. |
Term 2024Z:
*to fulfill the learning outcome "Can use a computer and electronic resources to carry out statistical analyses and use Free Software (K_U05)" access to the computer will be needed. |
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: