Entry requirements

150 credits completed courses including alternative 1) 60 credits biology and 30 credits chemistry or 30 credits earth sciences, alternative 2) 90 credits biology.

Learning outcomes

The course focuses on theory, and methods that can be applied to large amounts of data to highlight different evolutionary issues. This is exemplified by organisms from many different organism groups, such as plants, animal and microorganisms.

On completion of the course, the student should be able to:

• give examples of evolutionary mechanisms at the genomic level
• account for

  - basic evolutionary processes at the molecular level

  - the principles of inference of evolutionary mechanisms based on genomic variation

  - the principles for analysis of DNA sequences and gene expression

  - the forces and mechanisms that govern changes in the structure and size of the genome and to put these in an evolutionary/phylogenetic perspective

  - the connection between evolution at the molecular and phenotypic level

• independently use

  - statistical methods to recreate and analyse evolutionary processes at DNA level

  - computer-based methods for genome analysis of gene expression

• from different perspectives discuss evolutionary processes at the genomic level
• critically review and communicate principles, problems and research results

Content

The course includes the following modules:

Instruction

The teaching includes lectures, computer exercises, seminars and project work. Participation in computer exercises, seminars and project work are compulsory.

Assessment

Modules: Theory 5 credits; Laboratory session 3 credits; Seminars 2 credits; Project work 5 credits

The theory part is examined through a written examination. The module laboratory sessions require participation at the laboratory sessions and approved laboratory reports. The seminars require active participation and the project work is presented both orally and in written form.

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the disability coordinator of the university.