Main field(s) of study and in-depth level:
Explanation of codes
The code indicates the education cycle and in-depth level of the course in relation to other courses within the same main field of study according to the requirements for general degrees:
G1N: has only upper-secondary level entry requirements
G1F: has less than 60 credits in first-cycle course/s as entry requirements
G1E: contains specially designed degree project for Higher Education Diploma
G2F: has at least 60 credits in first-cycle course/s as entry requirements
G2E: has at least 60 credits in first-cycle course/s as entry requirements, contains degree project for Bachelor of Arts/Bachelor of Science
GXX: in-depth level of the course cannot be classified.
A1N: has only first-cycle course/s as entry requirements
A1F: has second-cycle course/s as entry requirements
A1E: contains degree project for Master of Arts/Master of Science (60 credits)
A2E: contains degree project for Master of Arts/Master of Science (120 credits)
AXX: in-depth level of the course cannot be classified.
Fail (U), Pass (3), Pass with credit (4), Pass with distinction (5)
The Faculty Board of Science and Technology
150 credits including (1) 60 credits in biology and 30 credits in chemistry or 30 credits in earth science, or (2) 90 credits in biology.
After completion of the course, the student should be able to
apply central concepts and processes within evolutionary biology
explain and study evolutionary processes
work with models of evolutionary processes and explain their structure
critically review the underlying assumptions of models and predictions and plan scientific experiments to test these
summarise traditional models of evolutionary processes and relate these to modern studies of the same processes
evaluate, contrast and explain a position around controversial hypotheses and models of evolutionary processes.
For students who take the course as starting course in the Master's programme in Biology, an introduction to Master's studies is included. After passing this module, the student should be able to
show awareness of ethical aspects on research and development including plagiarism and equal opportunities/equal treatment
demonstrate an understanding of the possibilities of biology, its limitations and its role in the society
take responsibility for ones need of knowledge
The course focuses on the following concept and processes: Phenotypic and genetic variation, genetic drift, selection, heredity, inbreeding, phenotype plasticity, genotype-environment interactions, maternal and paternal effects, ecological trade-offs, population differentiation, the species concept and speciation processes. Strong emphasis is placed at problem formulation, hypothesis testing and exercises around creative thinking. During exercises focus will also lie on critical evaluation of different approaches to test evolutionary problems, to work in groups during short periods to formulate and plan trials and to present the results of these discussions.
The teaching will be given in the form of lectures, seminars, calculation exercises, group work and independent exercises with planning of scientific studies and independent literature work. Within the course, the students carry out a literature project. Students who read the introduction to the Master's programme, which runs as a seminar series during the course period, will carry out a literature project. Participation in seminars, exercises, and literature project are compulsory.
Modules: Theory 11 credits; Literature project 4 credits alternative literature project 2 credits and the 2 credits for the introduction to the Master's programme. The theoretical course is examined through written examination and requires active participation in laboratory sessions, exercises and seminars. For the literature project, an essay that is discussed at a seminar is required. For the introduction to the Master's programme, active participation in seminars, written report and implemented study planning are required.
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.